аудирование / план урока на АЯ

Teaching Plan for Listening and Speaking of Unit5 Senior Book 2A

0301班 20031078 王晓磊

Department of English Language and Literature

Central China Normal University

Ⅰ. Objectives

1. Get the students to be familiar with the British Isles

2. Talk about the famous features about the UK

3. Practice listening for specific information and taking down notes

4. Master the way of expressing agreement and disagreement

Ⅱ.Teaching targets

Senior High school, Grade2 students

Ⅲ.Teaching contents

1. Warming-up, listening and speaking part of Unit5

2. Words and Expressions:

British Isles Wales Scotland Ireland England timetable workshop

Expressions for agreement and disagreement

Ⅳ.Aids

PPT, Multi-media, Blackboard

Ⅴ.Time Allocation

Step1 Introduction (1minute)

Sep2 Warming-up (6minutes)

Step3 Listening (12minutes)

1. Pre-listening(3minutes)

2. The first time listening and Exercise One (3.5minutes)

3. The second time listening and Exercise Two(5.5minutes)

Step4 Speaking (10minutes)

1. Introducing the useful expressions for agreement and disagreement(1minute)

2. Debate activity(9 minutes)

Step5 Assignment (1minute)

Ⅵ.Procedures

Step1 Introduction(1minute) The teacher introduces the topic of this unit------The British Isles to the students by asking whether they have traveled aboard before and to which country they would like most to have a travel. Step2 Warming-up (6minutes) 1, Present the students the map of the British Isles and let them master the geographic features of the four major regions of the British Isles--England, Scotland, Ireland, Wales. (2minutes) 2. Present four pictures and ask the students to guess from which region each picture is taken. (2minutes) The first picture shows the Scottish soldiers in their traditional clothes and with their unique instrument. Introduce two new words to the students: kilt, bagpipe. The second picture shows the beautiful countryside scenery in Wales The third picture shows a magnificent cathedral in Ireland The fourth picture shows typical scenery in London, England. Get the students to pick out the symbols of London from the picture: Big Ben, River Thames. 3. Discussion (2minutes) Ask the students about what they know about the UK. Give the students some cues to think about the question. Cues on PPT: What is the UK famous for? Think about art, film, sport, architecture, literature, place of interests, and food and life. Step 3 Listening (12minutes) Introduction At the end of the previous discussion, the teacher summarizes what the students talk about the UK and then puts forward another point—the English language and then introduces the listening practice of this unit, which is about the time schedule of a language school in Ireland. Pre-listening (3minutes) Present the students new words and proper names in the listening material. Introduce the way of taking notes. Get the students to read Exercise One and make sure they comprehend the sentences in the exercise. 3. Listening for the first time (2.5minutes) 4. Check answers for Exercise One. (1minute) 5. Present the students Exercise Two--a timetable and explain it. Then provide answers for the timetable and ask them to check whether the information in the timetable is all correct when they listen for the second time. (1minute) 6. Listening for the second time.(2.5minutes) 7. Ask the students to discuss with their partners and then to pick out the mistakes in the timetable. In this process the teacher deliberately uses some expressions to show agreements and disagreements, like ”I don’t think that’s right.”, “Yes, I agree with you.” etc. (2miunites) Step 4 Speaking (10minutes) 1. Introduction. At the end of the listening activity, the teacher summarizes the expressions of agreements and disagreements she has used. 2. Present the expressions for agreement and disagreement on PPT and explain them. 3. Debate (9minutes) 3.1 Announce the topic—Which is better, Chinese lifestyle or Western lifestyle? Ask the students to count one and two one after another. The students who count number one form Group One, which supports for Chinese lifestyle, and the rest students form Group Two, which supports for Western way of lifestyle. 3.2 Ask the students to discuss in their own group. 3.2 Get the two groups to debate and ask the students to use the useful expressions when they show their agreements and disagreements with others. Step 5 Assignment (1minute) Review the teaching contents of this lesson and assign homework to students.

Rationale Introduce the topic naturally and arouse students’ interest in the topic. Organize the image the students have of the four major regions of the British Isles. Get the students to know more about the four regions of the British Isles. Help the students to further think about and refresh their memory about the UK and British culture and also pave the way for the listening practice. The introduction bridges the warming-up and the listening. Prepare the students for the listening activity. Help the students to develop their listening skills for specific information and also make a preparation for the speaking practice. Integrate the listening activity and the speaking activity. Get the students to master the way of expressing agreements and disagreements and encourage them to express their opinions in front of their classmates. Let the students have a clear idea of what they have learned in this lesson and make preparation for the next class.

Ⅶ Teaching Analysis.

This is an English listening and speaking lesson for the Grade 2 students of senior high school. The major objectives of this lesson are to let the students listen and speak. The listening activities are aimed to help the students to master the listening skill for specific information and taking notes. The speaking activities are designed to get the students to master the way of expressing agreement and disagreement. Beside enhancing the students’ listening and speaking skills, this lesson also helps to introduce the topic of the whole unit and paves the way for the following teaching.

The whole teaching process is logic and the different steps are well connected. Step 1—introduction, naturally introduces the topic of this unit and makes preparation for the map study activity in Step 2—warming up. Step 2 and Step 3—listening are connected by the discussion in the Step 2. In this discussion, students talk about what they know about the UK and the British culture. At the end of the discussion, the teacher summarizes what the students have talked about and most importantly she highlights the English language study in the UK. Naturally, she introduces the listening task, which is about the time schedule of a language school in Ireland. There’s also a connection between the listening part and the speaking part—Step 4. The last exercise of the listening activity is about a timetable. The teacher asks the students to check whether the information in the timetable is correct and pick out the mistakes if they find them. During this process, the teacher deliberately uses some expressions of agreement and disagreement, like “I don’t think so.”, “I agree with you.” ,etc. And at the end of the listening activity, the teacher summarizes the expressions she has used and then presents the whole list of these expressions on the PPT. This process actually serves as the introduction of the speaking activity.

The major tasks of this lesson are listening and speaking. So the following analysis will center on these two parts in this lesson.

Ⅰ. Listening

According to the theory about the preparation for listening, to reduce the difficulties in the listening, the teacher needs to introduce background knowledge about the listening material to the students. In this lesson, the teacher talks about the language study in the UK before the listening activity. Besides, the pre-listening activities also include presenting some new words and proper names. The teacher explains clearly how these words and names are pronounced and what the new words mean in the specific context.

The listening exercises are designed to develop the students’ listening skills of taking down notes and listening for specific information. Note-taking is an important skill for listening and the teacher should teach the students how to take down notes. She should tell students that they should not try to write down every word the speaker says but some specific facts, figures, dates, etc. In this lesson, the teacher requires the students to try to jot down the time, proper names, and some specific information during their listening to the material. The listening material of this unit contains a large amount of information and the students are oriented to listen for specific information. To listen for specific information, the teacher should tell the students beforehand what kind of information they need to pay attention in order to finish their listening task. In the light of this rule, before the first time listening the teacher asks the students to read Exercise One and make sure that they comprehend every sentence in this exercise. Besides, Exercise Two also first gives the information to the students and the students just need to pick out the mistakes.

Ⅱ. Speaking

The major goal of the speaking activity in this unit is to master the way of expressing agreement and disagreement. The students are required to command the structural items like “I agree with you.”, “I disagree with you.” and so on. The teacher first presents these items by giving a model. In this lesson, during Exercise Two of the listening activity, the teacher tries her best to use the expressions of agreement and disagreement to introduce these new items. Then these structural items are presented visually on the PPT and this is very helpful for the students to have a clear idea of these structural items.

In order to practice these expressions, the teacher adopts the way of free practice in which the students use the newly learnt language items to express meaning appropriately in the real communicative situation. More specifically, the teacher organizes a debate activity in which a dispute exists between two groups and the two will naturally use those expressions when the students express their own opinion. First the teacher lets the students count numbers “one, two” one after another. And the students who count number one form Group One, which supports for the Chinese lifestyle and the rest students, form Group Two, which supports for the western lifestyle. This way of grouping overcomes the disadvantages of grouping students who sit together. According to the theory of language input, “If we wish to develop students’ communicative competence in English ,we need to present language material which can be readily used in communication…And dialogues would be much more appropriate.” Therefore the teacher next provides a model dialogue to show the process of the debate. The teacher should have a good control of the debate and after that she need summarize the topic and gives and evaluation of the students’ performance.

Above all, in this lesson the teacher tries to fulfill the teaching goals and make the teaching process logic and the steps well connected. And based on some teaching theories and principles, activities are carefully designed to develop the students’ listening and speaking skills.