Listening and vocabulary名师教学视频（文字实录）

Teaching Design

Book 6 Module 1 Small Talk (Listening and Speaking)

石嘴山市第三中学

肖唯夏

New Standard English Book 6 Module 1 Small Talk (Listening and Speaking)

---by Xiao Weixia（肖唯夏）

教学课题

课程类型

教材分析

Module 1 Small Talk

Listening and Speaking

授课地点

No.3MiddleSchool The teaching material is the listening part from New Standard English, Book 6 – Module 1 “Small Talk” . It is composed of two parts. The first part is a general introduction about small talk including its situations, topics and characteristics. The second part is a conversation of small in which the elliptical sentences are used. The topic is closely related to our daily life.

学情分析

The students are from Grade 2 who have enough vocabulary to understand the listening materials. They also master basic listening skills. They can express their own opinions by using the words they have learned, but they still need to improve their listening skills and develop a sense of proper social communication.

教学目标

1. Knowledge objects To understand the situations, conversation topics and characteristics of small talk. 2. Ability objects 1). To analyze and understand the elliptical sentences in small talk.

2). To learn how to make a small talk by using elliptical sentences. 3). To master the listening skill---some certain words can be left out during listening. 3. Emotion objects To develop a sense of proper social communication in small talk.

教学方法

1). Task-based teaching method 2). Communicative teaching method 3). Inductive teaching methods

1). Multimedia computer 教学辅助工具

2). PowerPoint 2007 3). Teaching Assistant application 4). Seewo Teaching application

教学重点

1). To understand the situations, topics, and characteristics of small talk. 2). To learn how to make a small talk by using elliptical sentences. 教学难点

To learn how to analyze elliptical sentences and make a small talk by using elliptical sentences. 教学过程

Procedures

Step 1 Lead-in

(2m) Activities

Show a picture of small talk. Ask students to think about the behavior and topics of the people.

Question 1：What are they doing?

1. To arouse students' interest. 2. To introduce the topic. Purpose of design

Question 2：What are they talking about?

Step 2 Pre-listening (8m) Activity 1. Ask students to watch two videos and distinguish small talk from serious talk.

1. To catch the students’

The first one is a speech given by the attention quickly. America preceding president Barack Obama. The second one is a video clip from American TV drama The Big Bang Theory.

Activity 2. Ask students to match the situations with their types.

1. Now many people are holding a meeting. Tom is announcing something important.

2. Tom and Mary are having a drink and talking something in a restaurant.

3. Mother is telling an interesting story. 4. The speaker is making a speech.

Answer: small talk: 2,3

serious talk: 1,4 2. To help students get a general idea of small talk.

To make students aware of the situations

Activity 3. Ask students to classify the conversation topics below.

sport

music

weather

film stars food

politics

travel

policy

careers To make students aware of

the conversation topics of Answer: small talk. small talk: sport, film stars, travel, music, food, weather

serious talk: policy, politics, careers

Activity 4. Ask students to talk about the characteristics of small talk and give a definition. It is informal.

It talks about ordinary and unimportant things. Definition: Small talk is informal conversation about ordinary things or unimportant subjects at a social event.

To help students understand the characteristics of small talk.

Activity5. Ask students to read and match

the conversations with the places, then answer the questions below.

at a summer school,

during a job interview, in a business meeting, on a boat

1.

B: Er…

I’m sorry? A: Wonderful, aren’t they? A: The cliffs(悬崖).

B: Oh yes, they are. A: Been here before?

B: Pardon? Place: on a boat

1.To train students to glance through the passage quickly in order to get a general idea

2. To consolidate the understanding of small talk.

2.

A: So… you wrote in your application form that you’re interested in mountains. B: Yes. Have you ever climbed a mountain? A: Have you ever climbed a mountain? B: No.

A: Have you ever read any books about mountain-climbing? B: No. Place: during job interview

3.

A: When did you arrive? B: Yesterday. A: Nice journey? B: Very nice. A: Did the immigration people ask to see your visa? B: I didn’t need to get a visa.

A: Really? Why not? B: Because I was born here. A: Oh yes, of course!

Place: at a summer school 1. Do you think the conversations are

between people who know each other? Give reasons for your answers.

2. Which of the conversations would you call small talk?

3. What do you think about the answers in the interview?

Activity 6. Ask students to listen and

choose the correct endings to the lines from the first conversation.

1. Sorry, I couldn’t ______.

b) understand what you said

2. I didn’t ____. a) like what you said

b) catch what you said

3. Could you ________?

b) explain what you said a) hear what you said

To train students to catch the key words during listening.

Step 3

a) repeat what you said

4. You needn’t have ______.

b) spoken so slowly

a) spoken to me

5. I just needed a few seconds______. a) to get used to your voice

b) to understand you voice Answer: ABABA Activity 7. Listen to the whole of the first

1.To help students better understand the conversation. 2.To train students' ability of searching important information during listening.

While-listening conversation and answer the questions. (15m)

1.Do the people both speak English as a first language?

2.Why did the woman have problems understanding what the man was saying?

3.How did the man help her to understand him better?

Answer: 1. No, they don't. 2. Because she needed to get used to his voice.

3. He repeated his words and spoke slowly.

Activity 8. Ask students to listen the passage again and fill in the blanks.

M: ____________________? F: Er…I’m sorry? M: The cliffs. F: Oh yes, they are. M: _______________? F: Pardon? M: I said, “Have you been to England before?”

F: Sorry, I couldn’t hear what you said. No, this is my first visit. M: You must be very excited. F: Yes, I am. Very excited. M: ___________? F: I’m really sorry. I didn’t catch what you said. M: Sorry, my fault. I said, “Are you going to stay in England for a long time?”

F: Oh, no. Just three weeks. M: ____________________? F: Yes. M: __________________? F: I’m going to study in Oxford. M: Oxford? F: Yes. M: ________________________. F: Sorry? Could you repeat what you said? M: I go there a lot. F: Oh. M: Well, have a good time. F: Thank you. Er…

excuse me? M: Yes?

1. To train students to catch the key words and phrases during listening. 2. To introduce the elliptical sentences.

F: You needn’t have spoken so slowly. I just needed a few seconds to get used to

your voice. M: Oh. F: So it wouldn’t have been a problem.

Step 4 Post-listening (15m) Activity 9. Ask students to look at the sentences and notice how certain words are left out in informal conversations. They’re wonderful, aren’t?

Wonderful, aren’t they? Have you been here before?

Been here before? Are you taking a language course?

Language course? Are you staying long?

Staying long? Are you going anywhere nice?

Going anywhere nice? It is a lovely place.

Lovely place. I go there a lot.

Go there a lot.

1. To help students analyze and understand the elliptical sentences in small talk

2. To help students learn how to make a small talk by using elliptical sentences. 3. To help students master the

Learning to learn:

Elliptical sentences（省略句）are always used by native speakers in oral English. Sentence elements such as subject（主语）and predicate （谓语）can be left out during speaking and listening. If you grasp this skill, you will better understand the meaning of the speakers in small talk.

listening skill---some certain words can be left out during listening.

Activity 10. Think about some expressions that are related to specific topics or situations of small talk. Draw a mind map on your paper.

1.To help students review the expressions of small talk. 2.To help students use

Work in pairs and make a dialogue of elliptical sentences to make a small talk about your topic or situation. small talk. Three situations: in Wanda Plaza, in KFC, 3. To develop a sense of at Green Music Festival

proper social communication. Homework

Prepare a small talk phrasebook for use inside and outside the classroom. To review the expressions of small talk and consolidate the understanding of small talk. Blackboard

Design

Module 1 Small Talk What is small talk? It is informal conversation. Group 1

Group 2

Group 3

Group 4

It talks about ordinary and unimportant things.

One skill for listening:

some certain elements can be left out!

1. Some students may not catch the key words during listening. Possible problems 2. Some students may not express themselves properly for lake of

vocabulary.

3. Some students may have difficulty in drawing the mind map.

Solutions to the problems

1. Repeat the sentences when necessary. 2. Offer them some new words and expressions. 3. Give guidance before the process of drawing mind map.

学习效果评价

设计（自我评价、学生互评、教师评价）

Item Self assessment Pair assessment Teacher assessment Language learning

Form 1:

Evaluation Standard Listening ability

Speaking ability

Learning ability

Communication ability

Form 2:

Set Improvement Goal Your name:

Date:

What were your goals for this period? Did you reach your goal? What different ways of learning did you use?

教学反思

本节课以Small Talk的话题为载体，通过多媒体手段以及分类归纳，小组活动，思维导图等多种方式让学生在具体的情景中体会Small Talk的特点，并能够学会运用Small Talk进行交流。

课程体现出新课程标准中对于语言的实用性、交际性的要求，强调合作学习的重要性，体现出英语学科从综合语言运用能力转向英语学科核心素养的目标变化，并较好的完成了教学目标。但在group work环节学生只用到一部分口语中的句式和词汇，部分学生的mind map设计较为简单，教师可在教学中帮助学生回顾闲聊中常用的句式和词汇，并在学生设计思维导图的环节给予范例和指导。