UNIT 7 Where Would You Like to Visit(Section A)姓名：张文卿Name: Zhang Wenqing指导教师：外语学院：孟喜华Faculty adviser:Meng Xihua from English Department.目录Contents:1An analysis of teaching material:1.1Status and function1.2teaching aims1.3teaching important and difficult points2.An analysis of students3.An analysis of teaching methods and aids.4.An analysis of teaching procedures:4.1revision and warming up4.2lead in4.3presentation4.3.1speaking4.3.2listening4.3.3reading4.3.4writing4.4conclusion4.5the design of assignment4.6the design of the blackboardGREETINGGood morning，ladies and gentlemen. Today it is my honor to stand here to share my thoughts and experiences with you on teaching. I am contestant no. I think being a teacher, we should give a scientific and feasible interpretation on what you are going to teach by this means can we guarantee a good quality in the class, so I will try my best to do a good performance.Today, I will talk about section A of unit 7: where would you like to visit.I will show you my design according to these four parts. They are:1.An analysis of teaching material2.our students3.the teaching methods and aids4.the teaching proceduresPART 1First, let us come to part 1: the teaching material.1.1Section A of unit7: Where would you like to visit comes from the bookrepublished by People’s Education Press which aims at grade 9’ s studentsrevised according to the new curriculum standard . In my opinion, sectionAmainly includes basic vocabulary and language structure which studentsshould master in this unit, whether students learn it well or not will have aninfluence on the teaching activities of section B directly, so we can saysection A play a fundamental and important role in the whole unit we shouldattach to seriously.1.2So based on the new curriculum standard, I designed three objectives, theyare:1.2.1Knowledge objectives：Students can talk about places where they would like to visit especiallyby using some words, phrases and sentences patterns appeared in unit7.1.2.2 Ability objectives：We know that for all the language, especially English, has four basicskills. They are listening, speaking, reading and writing, so I want tofoster students’ four basic skills on the description of the places.1.2.3Moral objectives;Students can make their travel more meaningful, comfortable, andreasonable.If they have opportunity to visit somewhere one day, so they can enjoytheir time.1.3As we know, one of the way to check whether students have mastered themain content of this unit is to check their comprehension of the teachingimportant and difficult points.The teaching important points will be designed like this:Key words: educational crowded fascinating thrillingKey sentence patterns: “where would you like to”，“I would like to”“I hope to” and so on for expressing their desire.1.4Teaching difficult point:Maybe it is easy to study how to talk places and express desire by words,phrases, sentence patterns, but it is difficult to use them freely in their dailydialogue and take them into daily practice, so I will try my best to let mystudents overcome these difficulties through the class I designed.PART 2Secondly, I’d like show you the general analysis of students2.1I will design my class according to the periodic feature of grade 9 students, Students of grade9 are in the stage of teenage; there are some visible changes on physiological feature; these changes determine the psychological features which differ from other stages.(1): they have their own thoughts, but sometimes they are not mature, it seems so important that teacher should give them correct and right guidance and direction (2): the students still be interest oriented when they study English; according to the study of psychologists, interest is the most important component of learning motivation, so interest is the key in my class to stimulate students.PART 3Thirdly，welcome to part 3: the teaching methods and aids .3.1From methodology of English teaching, all teaching activities based ondifferent tasks, so Task-based teaching method (TBLT) is the main teaching method used in my class. I will design different tasks and activities to foster the students’ ability to study by their own and give most scope to my students to stimulate their imagination and creativeness.3.2However, we know that every single teaching method can not satisfy thedemand of class, so other teaching methods accompanied by TBLT are The communicative teaching method and the situational approach which are based on multimedia technology. Here, what we should pay attention to is that multimedia technology is also my teaching aid.PART 4In order to accomplish the teaching goal systematically, properly and efficiently and as the principle of regarding students as the center of the class, let us turn to the most important part of my speech today; that is the teaching procedures. First, let’s look at the outline briefly. The whole teaching procedures includes：Greeting ＆Warming up；Lead-in；Presentation；Conclusion；The design of assignment；The design of blackboard. And presentation includes four basic skills (L, S, R, W), I think presentation is the core of the teaching procedure I designed. First, let’s look at greeting and warming up.4.1I will play a video—take a trip which is related to today’s topic closely,students can sing the song together with this video as warming up, by this means can students not only know about the main topic today, but also be full of the energy for the coming class.4.2Lead-inI will show a video introduced Huangshan mountain, after that I will givestudents some time to brainstorm a list of things which students think important when they visit Mount Huang , I can give them some examples,(1) I need an umbrella because it may rain.(2) I need a flashlight because it is very dark in the night.(3) I need some medicines to prevent mosquitoes.(4) I need a map because I am afraid of missing…Then they can begin their thinking time, students can think about why theyshould take these factors into consideration, they can come up with ideas bythemselves, they can also cooperate with their deskmates. When time is over,I will listen to some students’ answers and give comment on them.Then I will say to them “besides Mount Huang, do you want to visit other places, so let’s go” to come to the presentation part.4.3presentation:4.3.1SpeakingHere, I design two tasks;Task 1:I will show four pictures, students can use some adjectives to describe them,any words suit for them are OK, then I will give my answers to them to letthem know maybe these words are more appropriate, they are: crowdedthrilling educational fascinating. Then I will use a game the loud and lowvoice for enhancing their memory of the key words.Task 2:I will show four beautiful pictures to students and ask them where would youlike to visit which comes to today’s emphasis, then it is the time of wholeclass discussion. students can walk around the classroom to begin theirsurvey work by asking questions, other students can answer with sentence patterns “I’d like to visit ……because X is very…….”For enhancing the memory of today’s emphasis, dialogue practicing for several times is so important and necessary that we can not ignore in class, soI think role-playing is a good form. So I will find two students from a samegroup to play a role in student A and B.A can ask B: where would you like to visit.B will answer: I would like to visit…A can ask B: whyB can answer A: because the place X is so…(use the adjectives wehave learned in section A).Other information etc…Then it is the time of students’ peer-assessment, I will choose student Cfrom another group to give an easy comment on the dialogue betweenstudent A and B, by this means can students enhance the ability offinding problems by their own. At last I will draw a conclusion aboutstudent A, B and C to achieve teacher assessment. Role playing can berepeated for several times by different people from different groups. 4.3.2Listening of 2a and 2bThe listening material will be played three times. Before it begin I willgive a clear explanation to make sure all the students can understandthe title.When the first time is over, maybe some students still have someempty blanks, I will encourage them because they have done so well.When the second time is over, I will let students to exchange theiranswer with their deskmates to check if there is any different answersor questions they have in common.When the last time begins, students will pay more attention to thequestions they have in common or where they have different ideas. 4.3.3 Reading :Task1: I will let students read the newspaper article aloud in 3a andtry to understand the general idea, they can underline where they cannot understand and which they think important.Task 2: let’s students have a discussion on the questions underlined toenhance the ability of solving problems by their own.Then, I will give a clear and specific explanation on this article andsolve the problems students have in common.4.3.4 Writing:If you are a tour guide, try to write a brief introduction of the citywhich you think is best to visit to your customers, students can writedepending on their own idea.Here ,what we should pay attention to is that writing is also mydesign of assignment.4.4ConclusionToday, we have learned how to talk about places we would like to visit.4.5The design of assignmentIf you are a tour guide, try to write a brief introduction of the citywhich you think is best to visit to your customers, students can writedepending on their own idea.4.6The design of blackboardUnit7 where would you like to visit ?（section A）Key words: sentence patterns:crowded where would you like tothrilling I would like to /educational I’d like to …fascinating I hope to …ENDINGThat is all about my speech today, thank you for listening!。