人教版初中英語(yǔ)八年級(jí)上冊(cè)

　　Unit 1 Where did you go on vacation

　　Section B 2a-3c

　　王節(jié)琴

　　Good morning, dear judges! I'm very glad to be here to present my class today. I'm number X candidate applying for the middle school English teacher. And my topic today is Unit 1 where did you go on vacation? In order to make my presentation much clearer, I'm going to divide it into 6 sections, namely, 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.

　　First of all, I will give a brief analysis of teaching material. The topic of this unit is “talking about past events”, which is the unit 1 of Book A of Grade 8, published by the People’s Education Press. This lesson is the fifth period of this unit, and it is a reading class. It is a piece of reading material about a girl’s vacation in Penang, Malaysia. Students can read the passage for times to get the main idea and some specific information about the passage. In the meantime, students’ speaking and writing skills will also be enhanced through different activities arranged by the teacher. The passage is closely related to our daily life, which is easy to arouse students’ reading interest. In view of this, this lesson-the fifth period of Unit 1 is very important for students reading others’ experience and learn to talk about their own vacations.

　　Given the analysis of teaching material, the teaching objectives are designed as follows:

　　(1)Knowledge objectives: Students will read to get the main idea, some specific information of the diaries and the meaning of some new words, phrases and difficult sentences.

　　(2) Ability objectives:

　　Students’ reading skills, such as generalizing, information-gathering, predicting, guessing the meaning of new words in the context can be greatly improved through repeated reading of the diaries.

　　(3) Emotional objectives.

　　Given that lots of Chinese students are shy to speak English, one emotional aims of this topic is to encourage students to be brave to speak English by giving them more opportunities to speak English and other objective The teacher will remind the students to make full preparation when they plan to go out to take a vacation, otherwise it is possible to encounter some difficulties.

　　Based on the objectives, I make the teaching key points and difficult points as follows:

　　Teaching key points include to get the main idea and some specific information of the diaries written by Jane. And students should be motivated to read the passage for times to improve their reading skills.

　　While the teaching difficult points are: how to conclude the main idea in a title, and the reading skills is difficult to improve in a short period of time.

　　After the analysis of teaching material, now let me analyze the students. Students in grade 8 are around age of 14 or 15, with the increase of their age, Ss’ cognitive capacity has been improved significantly. The abstract thinking ability of students is developing quite obviously, compared with grade 7. They can control themselves much better and can be more focus on language study. As for the reading skills, students at this age have already read some English materials on different topics. With more and more reading, their readings skills have developed primarily, but still have a long way to go. They need to read more and read some more materials on more topic. So the teacher need to foster their good reading habits and instruct them how to improve their readings skills in the class and after class.

　　According to teaching objectives and students’ characteristics, in this class, I will mainly employ task-based teaching method and situational teaching method, during the class, I will stir their reading interest by creating different situations and then arrange a task for them to practice English listening and speaking skills as well as team work spirit, and students will work in pairs or in groups to complete the task set by the teacher.

　　According to the above analysis, teaching procedures –the most important part is designed as follows:

　　Step 1: leading-in:

　　For this step, first, I will play a video about different places of Malaysia for the students to enjoy. Then present the map of Malaysia to familiarize a beautiful island of Penang and ask students to talk about something about Penang.

　　The purpose of this step is to elicit the topic of today’s reading materials—vacation spent in Penang.

　　Step 2: Pre-reading

　　In this step, I will introduce Jane who have taken vacation in Penang and she has written two dairies about her vacation there. After that, I will ask students to look at the two pictures on the textbook and make some prediction about her vacation in Penang. Then ask some representatives to voice their opinions.

　　Thus, students’ interest will be aroused to read the dairy written by Jane. And they cannot wait to find what Jane has written about her vacation in Penang.

　　Step 3: While-reading

　　For this step, I have 3 activities. Activity 1: Read the two diaries for the first time to check their guessing about Jane’s vacation. Activity 2: Ask students to read the passage carefully for the second time to answer the following questions: Did Jane do other things on Monday and Tuesday? Did she like it, and why or why not? Activity 3: Read the diaries for the third time to guess the meaning of some new words and phrases, or some difficult sentences. In this way, students will be led to read the diaries for several times. Through times’ reading, students’ reading skills will be greatly improved, such as predicting, finding specific information, guessing the meaning of some new words.

　　Step 4: Post-reading

　　In this step, I designed a task.

　　Students will work in groups and will be required to share one of their vacation. When sharing their vacation to their group members, they should talk around the following questions: where did you went? What did you do? What did you eat? Whether you liked it or not? And why? After sharing, they will work together to make a report and share it with their class.

　　The adopting task-based language teaching method will not only help to develop students’ English communication skills and their teamwork spirit to complete a task together will be enhanced.

　　Step 5: Summary

　　For the summary of this lesson, firstly, students summarize what they have learnt in this class. Secondly, teacher makes supplement. Thirdly, tell students that it is necessary to make full preparation when they decided to go out, and otherwise, they will have some unexpected difficulties.

　　Thus, students can summarize what the learnt and teacher can check the effect of the class and make plans for the next class.

　　Step 6: Homework

　　For the final part of this lesson, I will students to answer the question in 3b to make notes about a vacation they took, then use the notes to write a travel diary like Jane’s. Share it in the next class.

　　By doing the homework, students can strength what they have learnt after class. Thus their writing skill will be improved.

　　After finishing the part of teaching procedure, I will come to the last section: design of the blackboard. As you can see, for this reading material, I will present the outline of the two diaries, in this way, students can retell the main content of the two diaries by looking at the blackboard.

　　Jane’s vacation in Penang

　　Things Jane did or saw Did she like it?(Yes/No) Why or why not?

　　Tried paragliding Yes It was exciting.

　　Had Malaysia yellow noodles Yes It was delicious.

　　Walked around Georgetown Yes old buildings, good memory

　　Went to Penang Hill No the weather is terrible

　　Had one bowl of rice and some fish Yes they were so hungry.

　　The above is my lesson presentation, your comment is appreciated.

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