Good morning, everyone, it is a great honor to be here today to share my teaching ideas with you. I’m going to talk about section____Unit____from Go for it Book____ the title is _______.I am going to give this speech from part 6.Part one is about the teaching materials, part two is about the analysis of the students, part three is about teaching methods and teaching aids, part four is about teaching procedures, part five is about the homework ,part six is about the blackboard designing.Part one Analysis of the teaching materials（一） A brief introduction of the teaching materialsSection A is the main part of this unit, it presents the the main language structure and vocabulary. If the students can grasp the knowledge of this section, it will lay a good foundation for the rest part of this unit.In this unit. Students will learn to use the sentence pattern “”to talk about problems and use “” To . this topic is very related to their real life, so it will be a good chance for them to share opinions and foster their spirit of helping others（二）Teaching aimsKnowledge aims(1)to enable students to grasp the new words and phrases……(2)to enable students to use “”to talk about problems and giveadvice.Ability aims（1）to enable students to know how to …………（2）to enable students to know how to …………Moral aims（1）to provide a good platform for students to ………（2）to cultivate their spirit of collaboration（3）to foster their positive life attitude（三）teaching key and difficult pointsThe teaching key and difficult points are based on the teaching aims and demandsTeaching key point（1）to enable students to grasp the new words and phrases……（2）to enable students to grasp the usage of …………语法Teaching difficult pointguide the students to talk about their problems and give advice freelyPart two Analysis of the studentsStudents of this grade have got a basic knowledge for listening, speaking, reading and writing. But most of them tend to pay more attention to reading and reading rather than listening and speaking,because they are afraid of making mistakes, and then they’ll be laughed at by their classmates or criticized by the teacher.In faced with situations, teacher should try their best to create active and interesting teaching situations to get the students to speak out their own opinions, I’ll give example concerning their daily problems to arouse their interests.Part three Teaching methods and teaching aidsTeaching ways（1）I use situational teaching method to create life related situations to arouse Ss’ interests（2）Use audio-lingual method to make give a more vivid display of the knowledge(3)Use communicative and task-based method to encourage them to improve their communication skills and oral EnglishStudying ways(1)Teach the students how to be successful language learners.(2)Make situation and provide meaningful duty, encourage the students to study the text by themselves.Teaching aidsI will use multi media and tape recorder to assist my teaching. Part four teaching proceduresStep1 lead-in (2 minutes)Show the students some pictures of______,like__,___,___,/ask the Ss: what can see from the picture? Is there another ______around us?Teacher can hold a microphone to interview some students ………..T records the problemsPurpose of my designing: IN this part, have the students say more about what they see or what they don’t see. In this way, they will know today’s lesson has something to do with their discussion.Step2 presentation(15 minutes)Task1 present 1aTeacher say that students in other schools have similar problems with you, show the pictures in 1a………………Show the 5 problems on the screen and explain the new words and phrases新单词Argue: show a picture of two people arguing with angry expressions, let the students guess the meaning through this picture 新单词Out of style: it means not in fashion,show two dresses, one is in style, another is out of styleAsk the students to finish the exercise of 1a, discuss why they are serious or not serious.Task2 listening practice in 1bPlay the recording for 2 times, the first time just listen,The second time ,Ask students listen and circle the problems Task3 present the usage of shouldTeacher choose picture 3 in 1a and show the problemMy brother play his CDs too loud, teacher display the question “what should she do’next to the picture. And give several advice under the question1, Ask him to turn down the vedio2,Tell your parents3,Hide his CDs4,Go out…………………..Teacher use “she should ask him to turn down the vedio” to set an example and explain that “should” is often used to give advice and its usage.And then help students to use “she should….”to give advice 2-4 Task 4 pair workAsk students to act out the sample conversation in 1cAsk them to make conversations according to the 5 problems in 1a. teacher can circulate in the classroom to provide instruction Focus what’s wrong= what’s the matterPurpose of design:设计目的this part is very important in thislesson, teacher use several kinds of teaching methods such as multimedia teaching methods task-based methods to achieve the teaching goals and focus on instructing the students themselves to use the target language, it give more chance to the teachers, it fully embody the student-centered principleStep3 listening practiceTask1 new words and phrases studyTask2 explain the similarity and difference between could and shouldSimilarity, they can both used to give adviceDifference, when you are not so sure about your advice, you should use “could” rather than “should”Task3 listening2a and 2bTask4 ask two students to act the listening materialsstep4 productionTeacher make 4 students in a group, hand out each a question card with different questions on itAsk them to make conversations like thisA raise his cardOthers: what’s wrong?A: i don’t have enough money to buy the new dress.Others take turns to give advice, and if A don’t like it, he can givehis reasonsTeacher walk around to give instructionsFive minutes later, ask several groups to act out their dialogue, praise the best group, give some instructions.Purpose of design:This part, teacher adopts activity-based method to create an active atmosphere for the students to talk with each other, on one hand, it will improve their ability of collaboration, on the other hand, it will stimulate their creativity during the process of finding ways to solve the problemsStep5 conclusionsSummarize the main point of this lesson according to the grammar focusAsk students to rise questions that they can’t understandstep 6 blackbord designingPresents the text key content clearly on the blackboard, favors the students to knowledge graspingPart 5 homeworkAsk student make a survey of the people around about their problems and give advice to them. OK,That’s all.Tthanks for listening to me and helping me.__________________________________________________ Unit 11 Could you please clean your room? (1a-1c)Ⅰ.Textbook Analysis:1. The position and the usage of the teaching materialSection A 1a-1c of Unit 11 is very important. It helps the students to learn the following parts of this unit. Through le arning this part, students need to master the basic vocabular ies and the sentence “could you please …”to ask someone to d o something in a polite way.2. Teaching importance and difficulties Importance:New vocabularies: do the dishes, take out the trash, fold your clothes, sweep the floor, make the bed, clean the living r oom.New structures:Could you/I please…? Yes, sure. I/You can.Sorry, I/you can’t. I/you have to do…Difficulties:1). The new vocabularies: do the dishes, take out the trash , fold your clothes, sweep the floor, make the bed, clean the li ving room. 2). New structures: Could you/I please…?3). Train students’ listening, speaking skills and communica tive competence.open their mouth because they are afraid of making mistak es. Ⅳ. Procedures: Section1: 温故而知新 Step 1 Leading in 1). Warming up: answer the question: What do you usuall y do when you are at home? What are they doing now? 2). Through the question, lead in the new words: do the dis hes, take out the trash, fold your clothes, sweep the floor, ma ke the bed, clean the living room. 3).Look at the pictures and answer the question: Do you know other chores? 【教师活动】：1、用学生已学过的两个句型提问来引出本课的新词组。