Good morning, dear judges! I’m very glad to be here to present my class today. I’m number X candidate applying for high school English teacher. And my topic today is Unit 5 Into the wild. In order to make my presentation much clearer, I’m going to divide it into 6 sections, that is, analysis of the teaching material, analysis of students, teaching methods, 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. This lesson, a reading text, is
taken from unit 5 of Book 1 for high school students, published by Foreign Language Teaching and Research Press. The theme of the reading is about “The Monarch’s Journey”, which aims at a special phenomenon that happens between different animals’ migration. And this passage is about the monarch butterfly’s migration and the current situation they are faced with. Reading part plays a very important role in this unit. By studying the lesson, students can improve their reading ability and understand some difficult sentences to comprehend the passage better.
Teaching Objectives
Given the analysis of teaching materials, the teaching objectives are designed as follows:
1. Students can find the answer to the migration of animals, especially the monarch butterfly.
2. Students can learn more knowledge about the monarch butterfly, such as the way of their migration.
3. Students can read the passage quickly and get the main idea of the passage by skimming.
4. Students can find some specific information by reading the passage carefully.
5. Students’ awareness of protecting nature and animals can be cultivated and strengthened.
Teaching Key and Difficult Points
Based on the objectives, I make the teaching key point and difficult point as follows:
The teaching key point is that students can make use of the reading skills to understand the passage and complete the tasks that the teacher sets for their learning. The teaching difficult point is that students can adopt the reading skills, such as skimming and scanning when they are reading other passages in the later study.
二、说学情
A senior student in high school has learned English for several years. Students in this grade have acquired some basic knowledge of the development of English and they are active in mind. They are able to express simple ideas in simple English under the teacher’s guidance. A freshman in senior school has gradually formed the competence of processing information and analyzing problems, however, their writing skills are not enough. Using proper words and sentence structures is a bit difficult for them. Therefore, in this lesson, I will stress the importance of their ability of expressing their opinion in English in a correct way. For instance, organize them to talk about their ideas about measures that can be adopted to save the monarch butterflies. In addition, this topic is about animals which students are very interested in, so I will make use of it to motivate them.
三、说教学方法
Teaching methods
Based on the analysis of the teaching material and students, task-based language teaching method is adopted in this lesson. I will give students some tasks to get the main idea of the passage. By means of this method, students are engaged in the tasks and classroom activities, and therefore they can learn more about the text.
Learning methods
Students need to develop some reading strategies such as skimming, scanning, intensive reading, and so on. In this lesson, students are instructed to develop the above-mentioned reading strategies. Besides, they should get information about this passage by individual work and group work.
四、说教学过程
Here comes the most important part — teaching procedures, which include six steps: lead-in, pre-reading, while-reading, post-reading, summary and homework.
Step 1. Lead-in
In this step, I will show students a video about different animals. And this video is about some typical animal actions like bees’ circle dance, ants moving. Then I will ask students what other typical phenomena of animals they have met before. One minute will be given for their discussion and then I can collect some results from their discussion. Through this activity, students’ interests for this passage can be stimulated and do a better preparation for this class.
Step 2. Pre-reading
In this step, I will ask students to look at the pictures and the title on the book and guess what the passage is mainly about. After the students mention butterflies, I will make a supplement about the background information of the special kind of butterfly—monarch butterfly.
Step 3. While-reading
Skimming
First, I will ask students to read the passage quickly and divide the passage into three parts and then find out the main idea of each part.
Part one, paragraph one: the phenomenon of animals’ migration.
Part two, paragraph two-three: the migration of monarch butterflies.
Part three, paragraph four-five: the trouble that monarch butterflies are faced with.
This step can help students get the main idea of the passage and their skimming ability can be practiced.
Scanning
Activity 1: T or F
I will ask students to read the passage again and find if the sentences on the PowerPoint are right or wrong. If it is right, mark a “T” after it. If it is wrong, mark an “F” after it.
1. Every winter, millions of these beautiful insects with fine black and orange wings begin a long and difficult journey. (F)
2. These two pieces of information- the time of day and the point where the sun is in the sky—allow the butterfly to determine the way to go. (T)
3. Its population has crashed by as much as 80 percent in the last few years. (F)
Activity 2: Ask and answer
If the time permits, I will carry on another activity. I will ask students to answer the following questions while they are reading for the second time.
1. What information is mentioned in this passage that can help the monarch butterfly find their way?
2. What serious trouble are the monarch butterflies faced with now?
3. What is the main reason that has caused the falling of the monarch butterfly’s population?
This step helps students get the detailed information by reading the article carefully.
Intensive reading
In this step, I will make students discuss the attitude of the author towards the monarch butterfly’s future. This task is a bit more difficult and students can complete it only after they have fully understood the passage.
Step 4. Post-reading
In this step, I will ask students to discuss if they can think out more measures to save and protect the monarch butterfly. Based on the information they have gained from the passage. I want them to think openly and they will have their own ideas towards it.
Measure one: we can suggest to the concerned organization that the monarch butterfly should be on the list of endangered animals.
Measure two: we can create more natural areas that can supply the butterfly with a suitable living environment.
Measure three: we can hold some public speech about the monarch butterfly protection to arouse people’s awareness.
This step will help students practice their speaking ability by discussing with their group members.
Step 5. Summary
Students summarize the main idea of the passage and I emphasize the reading skills. I will encourage them to protect nature and animals.
This is to systematize their knowledge. Meanwhile, the complement from the teacher can lead students to form right view of value.
Step 6. Homework
I will ask students to search for some information on the Internet about different animals’ migration and make a list of ten endangered animals. And then they can share their research with each other in the next class. The homework can help students care more about animals and practice their speaking ability.
五、说板书设计
At last, I will talk something about my blackboard design. As far as I am concerned, the blackboard design can reflect my ability of mastering the text and lead students to master the text easily. In order to tell students the main idea and the important sentence structures, I will design my blackboard as follows:
