1、Unit 4 At the FarmGood morning, dear judges. I am candidate No.1, applying for English teacher of primary school. My topic today is “At the Farm”. To make my presentation much clearer, I will describe my thoughts in the following 6 aspects: analysis of teaching material, analysis of students, teachi
2、ng methods, learning methods, teaching procedures and blackboard design.First and formost, I will analyze teaching material. This lesson comes from Part A of Unit 4, PEP Primary English, Book 4 and it includes two parts: Lets learn and lets chant. In part 1, it mainly deals with the new words and a
3、dialogue about describing the vegetables. And in part 2, it is a chant for the students to practice the new words. This lesson is close to students daily life, so it is helpful for the students to learn this unit. According to the New Curriculum Standard, the teaching objects are divided into 3 part
4、s:First, knowledge and skill objects are to enable the Ss to listen, read and write the new words of some vegetables and its plural form: tomatoes, potatoes, green beans and carrots; they can describe the shape and color of the vegetables.Second, process and method objects are to develop Ss ability
5、of speaking and to train the Ss ability of communication in the real situation. Third, emotional and attitude objects are to foster Ss awareness of healthy eating and cherishing food.Referring to the analysis of teaching material, the key points of this lesson are to help students listen, read and w
6、rite the new words and sentences to describe vegetables. The difficult point is to help the students to pay attention to the plural form of the words and to pronounce them correctly.Based on the knowledge the students have and the requirements of the new curriculum standard, I will adopt the Audio-V
7、isual method to establish a real scene and the interaction between the teacher and the students. Task-based language teaching method offers the students an opportunity to complete the tasks in which students use language to achieve a specific outcome. At the same time, make use of the modern electri
8、city teaching equipments and all kinds of teaching means, it can mobilize the students enthusiasm and creativity in learning English. Then we come to the most important part-teaching procedures, which will be demonstrated in the following steps: Step 1.Lead-inFirstly, I will show a picture of Old Ma
9、cdonalds farm, and lead the students to describe the farm by using the words they have learned before, such as the name of vegetables, fruits and animals. Design purpose: The use of picture is more intuition; students could review the related words they have learned as well. Step 2. PresentationI wi
10、ll play a guessing game with the students, such as “Its a kind of vegetables, its orange. The rabbits like it very much. What is it? ” Students can answer it in Chinese, then I will show the picture and the word card and drill it. I will read the English word of “carrot”, and students could read aft
11、er me. After that, I will guide the students to count the carrots in the picture, e.g., one carrot, two carrots and then to teach the plural form “carrots”. In the same way, I will lead the students to learn the other new words and its plural form “tomatoes, green beans, potatoes, carrots”. In the e
12、nd, I will discuss with the students about the changing rules of the plural form. Design purpose: It is a creative approach to use the guessing game to teach the new words, whats more, it can arouse students enthusiasm for studying, and enable them to learn the new knowledge in a relax atmosphere. S
13、tep 3. PracticeActivity 1: Who is quicker? I will hold the pictures of different vegetables, and then I will pick one from them randomly, anyone who can answer correctly and quickly will be the winner. Activity 2: High- low voice. I will say the singular form of the words in high voice, students say
14、 the plural form in low voice. Design purpose: Practice the new words and its plural form through playing games to arouse their interests of studying. Step 4. Consolidation Task 1: Listening and acting. Students listen to the tape about Sarah and Mikes conversation, and then students work in pairs t
15、o act the conversation out. Task 2: Making report. After that, students work in groups to discuss their favorite vegetables and describe them in English, I will pick some students to make a report about the results of your group members. Design purpose: Students ability of listening and speaking are
16、 trained through these two activities. Step 5. SummarySs make a summary on what they have learned this class, and I will make supplement that we have a happy time at Old Macdonalds farm and we can recognize different kinds of vegetables, and we also learned how to read and describe these vegetables
17、in English. Whats more, lead the students to aware that it is hard for the farmers to work on the farm, so we should not waste food. Design purpose: Check the Ss weak points and what they have learned this class. Teacher make supplements based on the students summary, and arouse the students awarene
18、ss of cherishing food. Step 6. HomeworkDraw a picture of Macdonalds farm, and write the English names next to the related vegetables.Design purpose: This homework could arouse students interests as drawing is popular with primary school students. Whats more, it can review the knowledge. Finally, I will talk about my blackboard design. I will draw the pictures of each kind of vegetables and give the English below the pictures, then I will draw more than two tomatoes and other vegetables to teach them the plural form of each vegetables.
