Good morning, dear judges! I’m very glad to be here to present my class today. I’m number X candidate applying for the English teacher of middle school. Today my topic is Welcome to the unit of Unit 5 Wild animals. In order to make my presentation much clearer, I’m going to divide it into 6 sections, that is, the analysis of teaching materials, 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

The lesson I am going to present is Welcome to the unit of Unit 5 Wild animals, which is taken from BOOK 3 of junior high school, published by Yilin Press. This part is mainly the introduction part of the unit about wild animals including new words “dolphin, giant panda, squirrel and zebra” and sentence patterns “What wild animals do you like best? I like…best.” Students can learn to talk about their favorite wild animals. It is very common and widely used in our real life, so it will be very useful and helpful for students to learn.

Teaching Objectives

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

1. Students can read, write, listen and spell the words: dolphin, giant panda, squirrel and zebra.

2. Students can grasp the sentence patterns: “What wild animals do you like best? I like…best.” to talk about their favorite animals.

3. Students can express their attitudes towards wild animals and give reasons.

4. Students can use different channels to know more about the information of wild animals.

5. Students can develop the awareness of protecting nature and the wild animals.

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 understand and grasp the key words and sentence patterns and improve their listening and speaking skills.

The teaching difficult point is that students will be able to use the language points to describe their favorite animals.

二、说学情

After analysis of the teaching material, in order to make students the real master of the class, I will analyze students. Students in grade 8 have a basic knowledge of English words and expressions and the skills to communicate. They can work together to solve some problems and share the pleasure of learning English.

With previous knowledge, most students could use some phrases or sentences to describe the concerned subject in their daily life and may find it not difficult to answer some questions about themselves. The teacher should pay more attention to the while-writing part to help students get familiar with the structure of the writing and complete it.

三、说教学方法

I’ll use task-based language teaching method, communicative method, group cooperation method in this lesson, which can attract students’ attention to the class as well as arouse their learning interest. I will design some tasks and games to help them improve their listening and speaking ability.

Students will accomplish these activities through self-learning, pair work and group work. With these methods, students’ potential will be maximized.

四、说教学过程

Here comes the most important part — teaching procedures, which include six steps: lead-in, presentation, practice, consolidation, summary, and homework.

In order to realize the teaching process systematically, properly and efficiently, under the principle of “students as the teaching subject, teachers as the leading role”, I divide the teaching process into six steps.

Step 1. Lead-in

In this step, I will play a clip from the movie The Lion King and ask students to conclude all the kinds of animals they can find from this clip. Then I will show pictures of pet dogs and cats. Based on these pictures, students need to tell the differences between the animals on the pictures and the ones from the movie clip.

Step 2. Presentation

In this step, firstly, I will present the pictures of six animals: dolphin, bear, tiger, giant panda, squirrel, and zebra, then ask students what they can see on the pictures to review the learned words “bear” and “tiger” and elicit the new words “dolphin, giant panda, squirrel and zebra”.

Then, according to the pictures, I will ask students if they like these animals. Show the pictures of Millie, Peter, Kitty and Simon, then invite students to relate the pictures about animals with these four people and guess what they may talk about to predict the main idea of their conversation. After that I will play the tape for the first time and students confirm their predictions.

Students open their books and listen to the tape for the second time. After listening, I will ask students to make a list about the animals they like by using the sentence pattern “What wild animals does Millie/ Peter/ Kitty/ Simon like best?”. Students need to present their list based on the dialogue using the sentence pattern “Millie/ Peter/ Kitty/ Simon likes…best” Then they should answer my question “Of all the animals we learned today, what wild animals do you like best?”

For the last part of this step, I will play the tape for the last time and students read after the tape. Meanwhile they should pay attention to their pronunciation and intonation.

Step 3. Practice

In this step, I will design two activities.

Activity 1: You do, I guess.

Students work in pairs. One student imitates the actions of a wild animal they learned today, and the other guesses the name of the wild animal.

Activity 2: Role-play

The teacher divides the class into groups of four and asks each group to role paly the conversation. Then teacher will pick some groups to present their performance.

Through these activities, students can learn to use these words and sentences gradually. They can also have a better understanding of the newly learned knowledge and conversation.

Step 4. Consolidation

In this step, students work in groups to discuss about the wild animals they like best and give their reasons. During the discussion, key sentences should be used. They need to make a report about their group discussion and each group sends a group representative to share the report with the whole class.

Task-based teaching method is adopted to help to develop students’ ability of listening and language application. In addition, the spirit of cooperation will be enhanced greatly.

Step 5. Summary

In this step, students will be asked what they have learned in this class, and I will make supplements if necessary. Besides that, I will emphasize the importance of protecting nature and animals.

Step 6. Homework

After class, Students make up stories about wild animals and act out their stories in the next class.

五、说板书设计

Last but not least, my blackboard is designed like this: