《Where is my car?》
Good morning, dear judges. Today, it is my honor to stand here to present my lesson. First of all, let me introduce myself. I’m candidate NO.2, applying for the English teacher of primary school and my topic is Where is my car. In order to make it clear, I will express my thoughts from the following 5 parts, which are the analysis of the teaching material, analysis of students, teaching methods and learning methods, teaching procedures and blackboard design. Now I am going to present them one by one.
一、说教材
Next, I will briefly introduce the first part: analysis of teaching material. Today’s lesson is from unit 4 of Book 2, published by PEP. It’s about describing the places of things. Students can learn to talk about places of things with sentences “Where is…?”; “Is it …?” and several prepositions, such as on, under and in. Besides, the topic of this unit is familiar to students’ daily life, so it can attract students’ interest easily.
Given the analysis of teaching material, the teaching objectives are designed as follows:
Students can recognize, understand, and speak the following key words: in, on, under, desk, chair. Meanwhile, they can understand and make use of the key sentence patterns “Where is …? It’s …”
Developing students’ ability of communication with other people in English is a challenging objective. Students can use the new words and the sentences to make a conversation and thus their listening skills and speaking will be improved.
In addition, to better apply what they have learned in this lesson, students can use the words and sentences to describe the locations of things around them correctly.
Given that lots of Chinese students are too shy to speak English, one emotional objective of this lesson is to encourage students to be brave to speak English by giving them more opportunities to speak English.
Their awareness of putting school things in right places can also be fostered.
Teaching Key and Difficult Points
Based on the teaching objectives, the teaching key point and difficult point is to help students learn to ask and answer the location of things with the key words and sentence patterns.
二、说学情
After the analysis of teaching material, now let me analyze the students. Students in grade 3 are around age of 8 or 9. Students around this age are eager to learn and eager to explore new things.
They have just learned English for one semester. They have an interest in learning more English related to their surroundings. So, in this lesson, students can learn more words and sentences to improve their language ability. What’s more, they are forming the ability to explore English knowledge and skills with some teaching aids such as pictures, radios, and songs.
三、说教学方法
Based on the analysis of teaching material and students, I will choose situational, task-based language teaching and audio-lingual approach to help students engage in class. The teaching methods combined can make students learn to play and play to learn.
According to teaching objectives and students’ characteristics, in this class, students will get knowledge by individual work and cooperative learning. With these methods, students will work in pairs and in groups to grasp the new phrases and the sentences, which makes this lesson more active and effective.
四、说教学过程
According to the above analyses, now, let me introduce the most important part: teaching procedures. I will introduce it from the following steps.
Step 1. Lead-in
For this step, I will start with a song like this:
On, in, under, on in, under, on in under, where is my pencil box?
On in under, on in under, on in under, where is my eraser?
By singing a song together, students’ attention is easily drawn to the lesson naturally, which helps to form a better English learning environment and lead the topic in.
Step 2. Presentation
In this step, I will present the key words of this lesson by talking with students naturally. For example, I will say like this:
School things are very important for us. I can see there are many things on your desk. What’s on your desk? What’s in your desk?
In this way, I can teach the word “desk” and help students to get familiar with the words on and in. Then, I will use some others things to attract students’ attention to the word “chair”. I will say like this:
I also have many books on my desk. But I can’t find my dictionary, where is it? Can you help me? Wow, it’s under my chair. [tʃ] [tʃ] chair.
So that the new words chair and under are taught.
In students’ text book, there is a situation that the squirrel Zip is looking for her things on the desk, the bird is helping her. I will use this situation to help students learn the new words again. I will play the tape for students and ask students to listen to the conversation between Zip and the bird, thus to be familiar with the new words again.
Step 3. Practice
For this step, I will guide students to take part in 2 activities.
