<p class="ql-block"> Good afternoon, ladies and gentlemen. It's my great honor to share my teaching plan. The teaching material is taken from the first book for Grade 7, which was published by Foreign Language Teaching and Research Press. As you can see, five aspects will be covered in my presentation, teaching philosophy, general introduction, teaching procedure, blackboard design, and teaching reflection. Now let's start from teaching philosophy.</p> Teaching philosophy <p class="ql-block">General introduction</p> <p class="ql-block">Last year, the New English Curriculum Standard for Compulsory Education was published. Referring to the Curriculum Standard, I try to use core competencies of English subject, a few English learning activities and integration of teaching, learning and evaluation as my teaching principles. Besides, I also refer to Bloom's Taxonomy of learning.</p> I.Discourse analysis <p class="ql-block"> As for the teaching content, it's Unit 1 in Module 9. The function of Module 9 is describing what's happening by using present continuoustense. And in Unit 1, students are required to listen and understand the things talked by others and describe something briefly. So the lesson type is listening and speaking. Based on curriculum standard, I'll do discourse analysis from three dimensions, what, why, and how. In Unit 1, there are four short conversations and a long conversation. They are all taken from betty’s school trip to the Great Wall. The four short conversations are about what Betty and her friends are doing on the Great Wall. And the long conversation is about what Betty and her mom are talking about on the phone. They all focus on good interpersonal relationship and social interaction in order to encourage students to keep a good relationship with their family members, classmates or friends through sharing daily life. From the conversations, we can know Betty is sharing her school trip with her mom on the phone. And we can also know how to show feelings and how to show ideas. So much about discourse analysis.</p> II. Student analysis <p class="ql-block"> Let's come to students analysis. The target students are from Grade 7. They are quite familiar with School trip and the Great Wall. Meanwhile, they are active and eager to share and take part in discussion, but they lack effective listening skills to facilitate listening comprehension. Luckily, their thinking quality, especially logical thinking and critical thinking, can be developed during listening, analyzing, inferring and evaluating. Moreover, a sense of national pride can be triggered while analyzing values and commands, attitudes towards the Great Wall. In addition, I have to point out it may be difficult for my students to analyze or infer. Except playing the recordings for more times, I'll use the following questions to help them.</p> III. Teaching objectives <p class="ql-block"> According to discourse analysis and student analysis, the teaching objectives are set as follows. Students are expected to know how to describe daily life by using present continuous tense, seize details or summarize main idea while listening. Know how to show care, how to show feelings, and how to show ideas, form a sense of national pride and share family life. They all contribute to developing students' corecompetence respectively. Among them, No. 1,2,3 are the main teaching points, and the No. 5 is a difficult point in this class.</p> IV. Teaching approach & aid <p class="ql-block"> To achieve my teaching objectives, I apply backward design and interactive approach and use aids such as computer, blackboard and worksheets.</p> V. Evaluation <p class="ql-block"> In the whole class, self-evaluation, peer evaluation, and the teacher's evaluation are adopted to activate students’ learning motivation and improve their performance. Here I'd like to introduce my backward design. Based on discourse analysis and student analysis, I first designed output of this class, which is about sharing family life, then determine supportive evidence from the discourse to help students better talk about family life from four aspects. They are also used as the checklist to evaluate students’ performance. After that, progressive activities will be organized to lay a foundation for language output. At the same time, the seven activities are of different cognitive levels. They can help students explore the thematic meaning of this units. Additionally, they are also designed to achieve the teaching objectives step by step.</p> Teaching procedure <p class="ql-block"> Now let's take a close look at my teaching procedure. </p> <p class="ql-block">I.Pre-listening (Remembering and understanding)</p> Activity 1 Free talk <p class="ql-block"> At first, I'll use two pictures of my students to lead in the structure of present continuous tense, and try to activate background knowledge and stimulate their participation and enthusiasm.</p> Activity 2 View <p class="ql-block"> In the textbook, illustrations are provided to help students better understand the topic, and I'll use them to develop students’ viewing ability. First, I'll invite some students to ask questions about picture Aand ask others to answer. Then I'll make comments and guide them to fill a picture from different aspects. Later, students will work together totalk about the left pictures in order to dig out more information. While checking, I'll guide the students to learn new vocabulary, such as stand in line, take photos and so on. Besides, viewing is also a practical way to lower difficulty of listening comprehension.</p> <p class="ql-block">II. While-listening (Analyzing and applying)</p> Activity 3 Listen and number <p class="ql-block">After viewing, students will listen to four short conversations and number the pictures to check if they can catch information. And it's also a good way to check learning effectiveness of the former activity viewing and prepare for following tasks.</p> Activity 4 Listen and answer <p class="ql-block">Because the four short conversations are closely related with the long conversation. Next, students will listen to the long conversation and answer two questions. Who are the speakers? What are they talking about? While listening, students are required to note down some keywords or first two letters of a keyword. And I'll show what a keyword is by giving examples. As we all know, note taking is a useful listening strategy which can make summarizing main idea easier. If students still have difficulty in summarizing, I'll play the recording again or use questions such as, where's daddy? What about you doing? Are they talking face to face to help them?</p> Activity 5 Listen and infer <p class="ql-block">As we have dealt with what Betty and her friends are doing in Activity 2 and 3, I want to set similar activities while listening to the long conversation. So I present another two questions. Why is Betty's mom calling her? Does Betty like the school trip? When checking Question 1, I'll guide the students to think about why Betty’s mom asks three questions at the beginning. It can help students know we can show care by asking questions. In these parts, group discussion is quite necessary because it's not easy to answer this question. As for Question 2, we can find the answer from sentence. So after checking, I'll ask students to imitate the pronunciation and help them know we can show feelings by using stress and tone. From it, we can also find Betty likes the Great Wall.</p> <p class="ql-block">III. Post-listening (Evaluating and creating)</p> Activity 6 Think and imitate <p class="ql-block">To have a deeper understanding of the long conversation, students will come to think about another question. Does Betty's mom like the Great Wall? It can trigger their logical thinking and help them know how to show ideas by using Really? That's great! I'd like… but please... At the same time, they can also use stress and tone to publish rough ideas. We can know both Betty and her mom like the Great Wall. It can trigger a sense of national pride as the Great Wall is popular at home and abroad. Then a flow of question will be used to cultivate students critical thinking. What do you think of Betty’s mom? After discussion, students may come to know parents are interested in children's daily life and want to keep a close relationship with their children.</p> Activity 7 Share <p class="ql-block">A scholar says teachers need to provide students with a chance to check if they can use what they've learned and how well they can use it. In output, students will talk about their family photos in pairs. Student Aneeds to show care about Student B's photos by asking different questions and show ideas by using Really? That's great! I'd like… but please... Meanwhile, he or she can also use stress and tone to help show ideas. As for Student B, he or she should use present continuous to describe the photos and show feelings by using stress and tone. After preparation, pairs of students will show their conversations, and I'll use the checklist to evaluate their performance with other students. It can develop their creative thinking and help them know how to use the target language properly. After sharing and evaluating, I'll guide students to summarize what they've learned from the photos and from the class. After thinking and discussion, students will realize the thematic meaning of this unit. That is, we can enhance interpersonal relationship with family members, classmates, friends or even teachers while sharing daily life. As for their love and care, we should also learn to be graceful.</p> Homework <p class="ql-block">At the end of class, homework is clearly presented. Students should improve their pronunciation to take part in the voice of class. They have talked about family photos in output parts. They can also choose to make a video to introduce their family photos. On that special day, Thanksgiving Day. Both can consolidate what they've learned in an interesting way.</p> Blackboard design <p class="ql-block">As for the blackboard design, it shows how to fill a picture from different aspects, highlights the use of present continuous tense, and presents the checklist for co-evaluation. And the checklist is generated from the discourse step by step. Most importantly, the blackboard design is co-constructed by my students and me in former activities gradually.</p> Teaching reflection <p class="ql-block">Now let's come to the last part, teaching reflection. First, I apply backward design. Students can lay a relatively solid foundation for language output during viewing, listening and speaking. So in output, my students are willing to show themselves and some of their performance is quite excellent. Next, I always remember to use materials taken from students’ daily life. It greatly activates their learning motivation. What’s more, the seven activities of different cognitive levels are practical to develop students’ language competence, thinking quality, cultural awareness and learning capacity. However, some of my students don't have the awareness of doing self-evaluation or peer evaluation. So I should guide them to take part in evaluation by setting a role model, because it can not only give up their critical thinking, but also help them know how to use the target language appropriately. As an English teacher, I'm not only teaching, but also learning with my students in class and from this kind of competition. And I'm quite looking forward to your suggestions. Thank you so much.</p>