Good afternoon, respected judges. I am No. X candidate, applying for English teacher of primary school. My topic today is Module 2 Unit 1 London is a big city. 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

First of all, I will give a brief analysis of the teaching material. The topic is to introduce London, which is from Module 2 Unit 1 of Grade 4, published by the Foreign Language Teaching and Research Press. Students can learn to describe one thing or one place with some expressions in this class. The topic of this unit is closely related to the daily life and many students have the experience of traveling or some ideas of something, but they can’t express their thoughts about it very clearly. In view of this, this lesson-the first period is very important for them.

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

1. Students can read and speak the new words big, city, beautiful, small, queen, close.

2. Students can use the sentence pattern “This is … It’s …” to describe some places.

3. Through group work, students can learn how to cooperate with others.

4. Students can develop their speaking and writing abilities.

5. Through describing places or something, their awareness of observation will be cultivated.

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

The key point is that Students can use the sentence pattern “This is … It’s …” to describe a place or something.

While the teaching difficult point is how to develop students’ speaking and writing abilities during the teaching procedures.

二、说学情

Having learned English for a year and a half, students have mastered a certain knowledge of English language, initially formed a certain ability of listening, speaking, reading and writing, and their learning strategies have also been developed to varying degrees. But it also makes a subtle difference between students. Therefore, in this learning period, we should be more conscious to conduct hierarchical teaching, and set up varies of activities in the classroom for all students like “Choose and say”, “Guessing Game” and “I’m a little guide”. Besides, students have learned how to describe people in the previous module, which will lay a solid foundation for describing things in this unit.

三、说教学方法

Based on the analyses of the teaching materials and students, I will choose multi-media method, audio-lingual method and task-based language teaching method for this lesson.

According to the characteristics of students who like group activities, I will adopt the learning methods such as group cooperation, and also enhance their sense of autonomy through self-exploration.

四、说教学过程

Then we come to the most important part—teaching procedures, which will be demonstrated in the following steps:

Step 1. Lead-in

At the beginning of the class, I will pretend to be a tour guide and show some pictures of different places in England and ask students some questions like: Do you like these beautiful places? Do you want to go to some other places in England?

The purpose is to stimulate students’ learning enthusiasm and get familiar with today’s topic.

Step 2. Presentation

After knowing England, I will show some pictures of London (including the map of London, pictures of Buckingham Palace and the Queen’s house) to let students get familiar with the city. Then, come to the dialogue. Lead students to listen to the tape for the first time with easy questions: How many people are there in the dialogue? Who are they? Through these easy questions, students can have a first impression of the conversation as a whole.

However, understanding the characters only helps students get into the situation, and they need to further deepen their contact with things. So, I will lead students to listen to the tape for the second time. When they listen to the tape, they have to point out what places they heard in these pictures and mark it in the book.

When they listen for the third time, I will ask some questions about language expression in time, just like: What do they say about London? Can you find Buckingham Palace in the dialogue? And how do the two girls feel it? And the big house is Amy’s house? Is Amy’s house beautiful? By answering the questions, they will be guided to learn the language points like some new words (city, big, beautiful, small, queen, close) and some sentences This is … It’s …

After knowing the content of the dialogue, I will lead students to listen to the tape for the last time and imitate the tape to correct their pronunciation and intonation.

Step 3. Practice

For this step, I have 2 activities.

Activity 1: Choose and Say

Two students are in one group. One student chooses one picture about London from the blackboard, and the other student describes the picture with a sentence.

Activity 2: Guessing Game

I will describe one thing in this dialogue without the name, just like “It’s a city. It’s very big. What is it?”. Students in class who have the idea can stand up and give the answer.

Through the above activities, students can get a better understanding of new knowledge and improve their ability of expressing.

Step 4. Consolidation

In this step, I design 1 task: I’m a little guide.

Four students are in one group. Students in the same group can choose some famous places in their favorite city. They can design a travel plan to attract other students to their scenic spots. Then I will invite every group to describe their travel plan. Students can give their stars to the group which they are interested in. The group who gets the most stars will be the Best Tour Guide.

This task can develop students’ ability of using new knowledge in real communication. This opportunity can also stimulate students’ sense of cooperation and competition.

Step 5. Summary

As for the summary, I will encourage students to summarize what they have learned in this lesson, including words and sentence patterns, and I will give some supplements if necessary, and remind them of the importance of observation. This is a better way to get the feedback of teaching efficiency and cultivate students’ ability of observation

Step 6. Homework

For the final part of this lesson, I will ask students to write an introduction of one scenic spot they like best and share it in the next class.

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

五、说板书设计

After finishing the part of teaching procedures, I will come to the last section: design of the blackboard. As you can see, I have mainly used stick figures to activate the language points so that students will grasp them better and use them in the actual life.