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 the high school. And my topic today is Module 1, British and American English. To get a better understanding of my instructional designing, 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 go through them one by one.
The first and foremost is the analysis of the teaching materials. Today's lesson is the Reading and Speaking of Module 1, New Standard English, Book 5, published by Foreign Language Teaching and Research Press. Its main theme is about British and American English, which is quite important for English learning. Students will meet all kinds of accents in the real communication activities. So, it is necessary for them to have a basic understanding of differences between British and American English. At the same time, students can also learn a little bit more about Western history and culture.
Based on the New Curriculum Standards，today's
teaching objectives are as follows:
The objectives of knowledge and skill: enable students to master the new words and phrases; understand the general idea of the passage; realize the differences of Englishes in the world.
The objectives of process and method: ask students to skim the passage quickly, and encourage students to view their ideas about world Englishes.
The objectives of emotion, attitude and value: arouse the students' interest in English; make them have an open attitude towards different Englishes; encourage them to be more active in the English activities.
Given the teaching materials and the students' characteristics, I suppose the teaching key points are the new words and phrases in the passage; the differences between British and American English in pronunciation, vocabulary and grammar. And the teaching difficulties are to identify an accent in the real situations.
OK, let's turn to the analysis of students. Students of Grade 2 in high school have studied English for 10 years, and they have grasped a certain amount of English knowledge and developed their own learning methods. They can
cooperate with their classmates to finish a task. And most importantly, they are willing to learn more about English and the outside world. All of these are beneficial to today's teaching. But some of students are not interested in English so much, so I will raise some useful questions and activities to improve their learning motivation.
Taken into account the structure of this module, I'm going to arrange my lesson by mainly using the Task-based Method, design some activities and some questions to improve ss’ learning interests; and the learning Methods will be focused on cooperative and researched methods, ss will work in pairs and in group to discuss the questions, through which their ability of using English can be enhanced. During the teaching process, multi-media computer, tape recorder, PPT will be needed.
OK, so much for the teaching and learning methods. And the next one is the most important part of today, the teaching procedures, which will be demonstrated in the following steps:
Step 1.Lead-in
In this step, I'm going to raise some questions and ask students to answer, such as \you ever been to Hong
Kong?\with people from Hong Kong?\different accents and dialects, so students can easily understand the topic we are going to deal with.
Step 2. Presentation
Presentation will mainly deal with the contents of the text. Firstly, I'm going to play the tape recorder and ask students to listen carefully. Then, I'd like the students to work in groups to discuss the differences of pronunciation, such as \example...\And students will read the passage again, and list two different Englishes in the vocabulary, spelling, grammar, such as \or color; queue up or stand in line; petrol or gas; do you have or have you got...\and phrases and teach students how to use them with the help of PPT, such as \influence, flick...\and \different in, lead to, compare with...\
Step 3. Practice
Timely practice is of vital importance for students to use English freely. So, in this step, students are encouraged to do more practices.
1. Raise and Answer questions. In order to practice
students’ reading comprehension, I’d like students to work in pair and answer questions about the passage, such as:
—What does the last section say?
—It says the two varieties are moving closer.
2. Listen and answer. In this task, I’d like students to listen to some materials with different accents, such as programs from VOA and BBC, and identify whether the announcers' English are British or American.
Step 4.Summing-up
Asking students to sum up the language points is an effective way to test the learning effect. So, I'd like students to sum up what they have learned and write them down on their paper.
Step 5.Homework
Homework is not a repetition of today's lesson. Yet, it is important for the further development of students' language ability. So, I'd students to write a composition on world Englishes by using the new words and phrases that they have learned today.
Last but not the least is the blackboard design. I'm going to write new words and expressions on the left of the blackboard. The right part is for students to list the
differences of British and American English in the vocabulary, spelling, grammar.