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Distinguish judges and fellow teachers. Today I'm very honored to present my teaching design. My topic is unit 3, where did you go? Part b, read and write from p, p. English book 8.

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At the very beginning, I want to briefly introduce the logic of my design. In my opinion, teaching is a journey. First, we should analyze what to teach and who to teach, which is the starting point of our design. Then combining these 2 parts, we can determine where to go. That is the teaching objectives. To successfully reach the teaching objectives, we should make it clear how to teach and why to teach this way. So my presentation today will cover the following 5 parts.

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What you teach, who to teach, where to go, how to teach, and why to teach. First of all, what to teach. In the textbook, PP English book 8, there were 4 units. The topics start from comparing weekend activities, holiday life to changes of past and now. At the 3rd, unit 3, it extends the topic, daily activities and the language knowledge, simple past tense in unit 2, and also paves the way for the discussion of unit 4.

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Within the unit and around the same holiday life, I analyze all the text and generalize full subtopics, record your holiday, share your holiday, bedtime over holiday and unusual holiday. Each subtopic will be Learned with one integrity lesson, and all the lessons together contribute to the educational value of the whole unit.

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We should expand our vision in holiday, share our experience after holiday, and uptip rose through dealing with bad experience over holiday. For this design, we'll focus on lesson 3, bedtime over holiday. This lesson is reading and writing. As you can see, it's a diary about wubin being Saturday. The family had many fun things together, but also had a problem. And finally, use their love and wisdom to turn the bad day to a good day. The topic belongs to the theme man and self, daily life and problem solving. And it conveys a very important attitude to students. Life is not only about good days, but bad is too. We should be optimistic and try to make a bad day to a good one. The diary is written in the structure, topic, main idea, details in the first person perspective and most language are in simple sentences, in simple past tense, which is not very difficult for students.

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Next, let's move on to part 2. Who to teach? The talking students are the 6th graders in hefei auti primary school. They have their own characteristics in terms of the topic, holiday. They are very interested and they have Learned to record and share their holiday life in previous 2 lessons. But they have no deep thinking about how to deal with bad experience over holiday. For knowledge, they have accumulated language about holiday activities and learn simple past tense in unit 2, although they may occasionally make mistakes about irregular past tense forms. However, they still have some challenges. Most of students like knowledge about structure of the text and their reading and writing abilities are to be improved in the future. They not only need to enjoy happy time in life, but also need to learn how to be positive and optimistic to deal with bad experience in daily life. So based on the detailed analysis of the teaching material and students, we can set the proper teaching objectives. That is part 3, where to go? Altogether, there are 3 levels of objectives to direct my teaching curriculum.

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Goal, unit objective and lesson objectives. First of all, according to the English curriculum standard 2022, the ultimate goal of the English curriculum is to cultivate students core competencies. To realize this goal, a unit is taken as a whole with a general unique objective. Then each lesson help of a few part of the unit objective unitedly, coherently and increasingly. For this lesson, let's focus on the teaching objectives of lesson 3. After this lesson, students will be able to first obtain the main idea and detail information of whooping being Saturday. Second, generalize the text and form the structure information of the test to internalize the language.

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3Rd, through group discussion, analyze and infer the underlying reason of turning a bad day to a good day, and also make comments about the Wu family. 4Th, discuss how to deal with a bad day in real life, and write and share about their own experience.

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These 4 objectives unitedly contribute to the integrated development of the English competencies from the lower order to high order cognitive levels. Among these objectives, a key point is to obtain the main idea and detail information, which can be done through progressive reading activities following the structure of topic, main idea to details. The second key point is to write about your bad but good day. To help students output the language successfully, a group discussion is held before the writing and the language scaffolding is given as well. For difficult points, students can form the structured information of the test with the help of the black boy. And they can make comments about the wolf family with the language in the reading and the e dictionary on their pets.

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So how do I realize the objectives in practice? Let's turn to part 4. How to teach the lesson can be divided into 3 parts, pre reading, while reading, and post reading. In the process, I'll guide students to go close, to go deep into and go well beyond the test step by step. So I designed the learning activities from learning and understanding, applying and practicing to transferring and creating in these 3 parts.

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In pre reading there are 3 activities of learning and understanding. First through watching a video of teacher's holiday and voting their own favorite way of recording live. I create a situation around thing and activate their existing life experience. Then in look and say students will be prepared with a background about whooping bin's holiday and activates simple past tense for the following reading activities. Next they will look at pictures and predict what will happen next. To create reading expectation for evaluation. Teacher can observe students answers and get feedback on data on the path to see students are well prepared for the following activities. Then in worrying students will first listen to the diary and check their prediction. At the same time, I will help them find the topic sentence to get the main idea. Also, the structure of the text will be also illustrated to help students get a good foundation for the following reading activities. Then students will find out what happened to the wolf family. They will classify the details into 3 types, good things, problem and solution on their past to generalize the details of the test.

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After activities of learning and understanding, students will apply and practice the language. First, they will read the diary again and analyze the underlying reason of turning a bad day to a good day. And also think deep about the changes of feelings of the wolf family. Then with the help of the structured information, students can try to retell the text to internalize the language up to now. Objective 2 and part of objective 3 will be realized.

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Finally, students will further develop their higher order thinking abilities with 3 activities of transferring and creating. First, they will work in pair and evaluate the Wu family. What do you think of the Wu family? The answers can vary a lot, such as optimistic, enjoy life and care about each other and so on. It can develop students critical thinking abilities. Then they will discuss in group how to deal with a bad day in real life and give suggestions on the discussion board. Students can brainstorm and share many good ideas to solve problems in real life. Finally, they will write and share about their bad but good day. The writings can be evaluated by both teacher and students with photos on screen. After all these activities, objective 3 and 4 will be accomplished.

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Homework for this lesson. First, listen and repeat of the tape is compulsory for all students to consolidate the test. Second, they can choose to watch either the Chinese video or the English video of 7 shuma and write a summary about the bad and good things. Look at the blackboard. It is a dynamic forming of the structure information with teacher and students working together.

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In the end. I want to briefly explain why I design my teaching this way. First, the lesson is organized around the same, a bad but also a good day. With 3 text based activities. It aims to realize educational value. Life is not only about good days. We should be positive and optimistic when we have bad days too, which is a very important inspiration for students in their lifetime.

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Second, all the activities are designed towards the teaching objectives. From the level of learning and understanding, applying and practicing, to transferring and creating to help the development of students English competencies.

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3Rd, to help student achieve deep learning. The questions push forward student thinking from lower level to high level, step by step. Last but not least, information technology is actively engaged to help evaluation. First, it helps teacher's evaluation with instant feedback of students answers so I can adapt my teaching. Second, it helps students to monitor their learning with automatic checking of the system. 3Rd, it also strengthen thinking and interaction among students so class participation is more likely and interesting. That is all for my sharing today. Thank you for your attention.