七年级上册Unit 3 Is this your pencil？ （section A 1a-1c）
Good morning/afternoon, my dear judges. I'm number ___. It's my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of the following aspects.
First, I want to talk about my view on Analysis of the teaching material
This lesson is from Unit_3_of PEP Seventh Grade English. The topic of this unit is close to Ss’ daily life and it’s easy to arouse the interest of Ss. And also this course is very helpful to enhance the ability of listening, reading, especially for speaking. The core is to identify the owner of object and the manner of question. All the activities in this lesson are designed to help Ss communicate in English smoothly.
Next, my Analysis of the students
The students of this period, have strong desire to learn English with fierce passion and can express themselves with simple English. However, they have something in difference on character, so I should consider different level of Ss and make full use of object and multimedia to create situation for teaching. Through this method, Ss can enjoy speaking in a relaxing and natural way.
Analysis of the teaching aims:
According to the new curriculum standard, the syllabus, and the analysis of the teaching material, students, so I set the teaching aims as follows:
Knowledge aim: students can listen, speak and reading correctly the following vocabularies as pencil, book, eraser, box, pencil box, etc.
Ability aim: students can apply the sentence patterns in practical situation flexibly, like “Is this\that…?\ Yes, it is. No, it isn’t.\ Are these\those…?” etc.
Emotional aim: they can keep their school things well. And can listen and speak language points of this course with other people in the group as well as enjoy learning.
Analysis of the important and difficult points:
Based on the analysis of material and the students, as well as the setting up of teaching aims, so:
Important point: identify the object clearly from listening and can ask the owner of object and answer the question correctly.
Difficult point: improve the skill of speaking and can distinguish different owners of objects with demonstrative pronoun .
In order to make all of the students can understand the new knowledge in an easy way, and based on their different levels, so I will use the following teaching methods:
Task-based teaching method, situational teaching method, guiding manner, pair work .
Next is the important part—teaching procedures:
Step one: Leading in:
First, I will guide Ss to review unit 1:ask for other’s name, introduce yourself and greeting. Then I will search for some school things from students that need in teaching. For example: pencil, pen, book, eraser, ruler, pencil case, backpack, notebook, etc. Meanwhile, I can say some simple English like “I need your help./May I use/borrow your…?”Through this manner, I put all these things in a box in the end, and take it out one by one during teaching.
Purpose: This not only can review unit 1, but also can create an interesting situation for after teaching.
Step two: Presentation and practice
1.Base on the former warming up, I will let Ss match words with objects to review some learned words in primary as well as learn some new words. After finishing Section A 1a, we will check the answers together. Then encourage Ss to find out other things they know about so as to expand their words.
2.Under the circumstance that Ss have learned the reading and speaking of words, I will show “my, your, his, her” in new teaching, which can make it easier to learn the following points.
Then I will show the important sentence pattern “Is this your…? \ Yes, it is. It’s mine.\No, it isn’t. It’s … ” In order to make Ss master the sentence pattern skillfully, I will use object to teach points over and over again. Meanwhile, I will pay more attention to Ss’ pronunciation and intonation of the practicing.
3.For more skillful, I will make a dialogue with some certain students to set an example for the whole class. Here, time must be enough to practice the new sentence pattern for students. So, I will divide the Ss into different groups with 4 or 5 people. During the practicing, I may make an inspection tour around the class.
4. After the process, I will encourage Ss to apply the new sentence pattern to make up their new conversations in group. Here, I will point out that they had better use different school things to practice the dialogue. When it comes to the end, each group will be invited to share their unique creation. During the interaction, I will make full use of encouragements on Ss.
Purpose: Teaching in this way can help them understand the using rules of the main sentence pattern clearly and deeply. Then put it into the practice, namely making up new dialogue can also help the teacher to check the Ss whether they master the new knowledge or not. By working with others, Ss can also develop the ability of communication and cooperation.
Step three: consolidation
In order to deepen the understanding of knowledge and use it flexibly, I will present the school things again and let Ss say out the name of these objects. In addition, some students can come to stage to identify their or their friends’ objects. And also students ask the owner of these objects is also ok.
Purpose : As to consolidating knowledge learned in this course, the activity can help them have a deep understanding about the vocabulary and sentence pattern. And it also can make the class more interesting.
Step four: summary and homework
Summary: let them think about the key sentence patterns and new vocabularies of this lesson.
Homework: ask them to communicate with family members and friends with the sentence pattern learned in this class.
Purpose: let them join in the class totally with thinking about whole knowledge together. And try the best to improve their ability of communicating through the homework of talking with family members.
At last is the blackboard design, which is clear and concise. It can help Ss master the main sentence pattern rules and vocabularies learned in this course.
Is this your pencil?
pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours.
Is this your…?\Yes, it is. It’s mine.\No, it isn’t. It’s …
Are these\those…?”\Yes, they are.\No, they aren’t.