关键词： 全国招教
Good morning, dear judges. I am candidate No. 8, applying for Junior high school English teacher.
1. Analysis of teaching material
The writing lesson I am going to present is taken from Unit 1 Can you play the guitar? book 7A, published by PEP for junior high school students. It consists of two parts. The first part is a controlled writing practice, in which Ss need to complete the want ad with the given vocabulary. The second part is an open writing exercise, asking Ss to make a want ads or posters for a certain school activity. The writing of English posters is a quite novel try for Ss. So their interest in writing can be fueled. It can also familiarize them with the essential elements needed in making a want ad such as the description of requirement of abilities and contact information, ect. Therefore, not only it can train Ss comprehensive language application ability, but also cultivate their innovative ability.
The designing of teaching aims is one of the essential factors in evaluating the quality of the classes. Taking the requirement of the new curriculum standard along with analysis of the teaching material, I identify the following teaching objectives.
Teaching aims:
1. Ss can speak, read and recognize the vocabulary such as “wanted” and “musician”,ect.
2. Ss further grasp the use of “can” and learn to use the sentence pattern “Can you…?” to ask about people’s abilities.
3. Ss can learn about the content and format involved in making an English poster for a want ad.
4. They can correctly use the target sentence pattern “Can you…?” to help school clubs make English posters for want ads. Their English writing ability can be improved by imitation and creation.
5. Through talking about each other’s abilities and hobbies, Ss’ awareness of community and cooperation can be cultivated. Ss can also be inspired to make full use of their spare time to develop more abilities and hobbies.
Teaching key and difficult points:
Ss can learn how to make English posters for want ads properly using “Can you..?”
2. Analysis of the Students
Undoubtedly, writing is a a quite useful but difficult activity intended for language out-put. This is especially true for junior high school students. In the primary school, they are mainly trained for listening and speaking ability. Instead, writing is a unfamiliar activity for them. Most Ss show fear, diffidence and reluctance to practice writing. Unfortunately, the writing situation for Chinese Ss is getting worse and worse. Therefore, I will organize various kinds of activities to help Ss overcome their inner fear and make writing process become workable and enjoyable for them.
3. Teaching and learning methods
The new curriculum standard puts such in the first place as “cultivating students’ interest in learning English, building self-confidence, developing good habits of autonomous learning” to boost teaching and learning efficiency. Therefore, I will guide students from the following aspects.
(1) Using question-leading method to stimulate students’ enthusiasm and interest in participating in class activities;
(2) Using audio visual method to help students understand the words and phrases one by one. While grasping the main idea of the dialogue, students can figure out its detailed information;
(3) Using communicative method to not only help the students make a better understanding of the dialogue by talking with others but also help to exercise their ability of language expression as well as to improve their spoken English;
(4) Using practice-consolidation method to enable students to use what they have learned flexibly.
Now come the most important part of my presentation- teaching procedures.
4. Teaching Procedures
As the old saying goes, a good beginning is half done. So is a good lead in. An effective lead-in can arouse Ss’ interest and instantly involve them in the class learning. So in the step of lead in, I will…
Step 1 Lead-in
Play several pieces of music by different musical instruments through multimedia for Ss to enjoy. At the same time they need to identify what instrument the music is played by. They are also encouraged to tell the names of instruments like this: it’s violin/pop/rock music, etc. Ss’ interest in talking about music can help the teacher to further introduce the musician-wanted ad.
Step 2 Pre-writing
Activity 1. Reading
In this part, I will first let Ss quickly go over the incomplete want ad in 3a and answer the following questions such as “What is it about? What does it want? Do you want to join them? What can you do? What else do you want to know?
The purpose is to help Ss get first impression of the ad. Many of them may fail to get the answers so they will be motivated to read the text eagerly.
Activity 2. blank-filling
Ask Ss to read the want ad and finish the missing blanks with the words from the left column.
The purpose of filling blanks is to get Ss become more familiar with and grasp the use of the target language of this unit.
Step 3 While-writing
1. Ss work in groups to brainstorm about the abilities required for the specified occasion, contact information and special designs, ect for a more attractive want ad. For instance, they may choose sport meeting. They need Ss who love doing sports, Ss who can run fast, Ss who can do high jump or long jump, or Ss who can make oral reporter or Ss who can host, ect.
2. Ss write down their brainstorming ideas, think about and draw up an outline and structure, for instance what abilities to be included, which should be put first or next.
3. Ss individually work on their first draft and teacher will remind them that they need to pay attention to the spelling and grammatical elements.
The purpose of asking them to write down flashing ideas and make outline is to lead them to keep good writing habit and develop efficient writing technique.
Step 4 Post-writing
1. In this part, first I will share the evaluation criterion for good writing. They can cooperate with their partner to check whether the description of required abilities are suitable for the certain activity and whether there is any key missing factor for a want poster. Besides, they also need to find whether there is a title for the poster, a question mark after the “Can you…”, any spelling and grammatical mistake, ect.
2. Later, some Ss will be encouraged to come to the front and present their writing to the class. In the meanwhile other Ss and I will help to sum up the highlights of the well-made poster.
3. Ten most beautifully-made posters will be chosen and stuck on the spare blackboard for the class to enjoy and appreciate.
The Purpose of letting them check and cross out any technological mistakes or mistakes concerning its content or outline on their own is to give full play to their initiative, help them develop good writing techniques and improve their writing ability.
Step 5 Summary
In this part, first I will share the evaluation criterion for good writing. They can cooperate with their partner to check whether the description of required abilities are suitable for the certain activity and whether there is any key missing factor for a want poster. Besides, they also need to find whether there is a title for the poster, a question mark after the “Can you…”, any spelling and grammatical mistake, ect. The purpose why Ss summarize by themselves is to check whether they have grasped the key points involved in making want ads. And encouraging Ss to develop more abilities and enjoy spare time can help fulfill the emotional aims.
Step 6 Homework
Ss come up with another activity that is going to be held at school or in their neighborhood and make a poster for it.
The purpose is to enable Ss to put what they’ve learnt in class into real-life use. Meanwhile, their writing ability can be further improved through the practice of writing.
5. Blackboard design
Musicians wanted for the school Music festival– title?
Abilities!
Name of the activity
Contact information!
At last, I’d like to say something about my blackboard design. My blackboard writing is presented along with my class teaching. They perfectly complement each other, making it much easier for Ss to understand the key points of today’s lesson.
That’s all for my presentation. Thank you for your listening.
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