Listening and vocabulary教学设计案例

Listening & Vocabulary Lesson Plan

Book 6 Module 2 Fantasy Literature

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Background information

School:

Chongqing Yu Cai Middle School

Teacher:

张亚楠

________________

Students: 67 senior high school students, Class 2, Grade 2

Time & date: 14:30-15:10 am, Wednesday, 29th March 2017 Material: Module 2, Optional Book 6, published by FLTRP Type of lesson:

Listening & Speaking

Teaching aids

PPT, blackboard and handouts

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Contents:

1. Main vocabulary:

Verbs revenge

Adjectives wicked

Nouns witch cottage Phrases put a spell on

2. Original listening comprehension practice including multiple choices, T or F questions and short- answer questions.

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Objectives: 1. Instructional objectives (language knowledge and language skills) By the end of the class, most of the students will be able to 1) Listen and understand the meaning of new vocabulary and expressions; 2) Write a short script after listening for the whole listening material; 3) Improve speaking competence role-play; 4) Listen for the gist, specific information and detailed information.

2. Educational objectives (affect, learning strategy and cultural awareness) By the end of the class, most of the students will be able to 1) Try their best to express themselves in English; 2) Cooperate with each other well.

3. Personal objectives

By the end of the class, I will be able to 1) Use clearer instructions; 2) Arrange the time more properly.

Focal points: 1. Listening and understanding the meaning of new vocabulary and expressions; 2. Developing Ss’ listening skills, such as listening for the answers of multiple choice (specific information), T or F questions (detailed information) and short-answer questions (note-taking).

Difficult points: 1. Writing a short script after filling in the blanks of the whole listening material; 2. Developing Ss’ speaking competence while role-play.

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Procedures and time allotment Stage 1

Getting students ready for learning

(1 mins) Step 1 Greetings T: Good afternoon, boys and girls! Ss: Good afternoon, Rachel!

Step 2 Leading in (Purpose: To arouse the students’ interest and lead in the topic of this module)

T: Did you go to the cinema recently? Ss: ... T: If not, it’s OK. Because I will sing the theme song of the movie for you, and after that, you will know its name. Now, listen. (Sing the theme song Beauty and the Beast) So the name of the movie is? Ss: Beauty and the Beast! T: Exactly! And do you know what the movie talks about? Ss: ... T: And do you think what’s in the movie is real truth? Or just fantasy?

Ss: Fantasy! T: Yeah! And today I’d like to invite you to a fantastic journey, will you come with me? Ss: Yes! T: OK, let’s go!

Stage 2 Pre-listening

(12 mins) Step 1 Prepare students in vocabulary (Purpose: To get the students involved in the class; to make them be prepared linguistically and affectively for listening.)

(Show a picture of forest on the screen) T: First, we come to a ... (Lead the students to speak out the answer) Ss: Forest! T: Yeah, and it looks so big and mysterious, right? And it seems something is in the middle of the forest. Let’s step closer to look what it is.

(Show the enlarged version of a cottage on the screen) Ss: A house! / A small house! T: Right. And we can also call the small house a cottage. Do you want to know what’s inside the cottage? Ss: Yes! T: Well, let’s have a look secretly through the window.

(Show the picture of a witch on the screen) T: Oh, who is she? Ss: Witch! T: Yeah. And look at her smile. It seems that she is a ... What kind of witch? Ss: Evil! / Bad! / ... T: Right. We can say she is a wicked witch. So “wicked” means?

Ss: Evil! T: And what is the witch doing? (Pretend to be saying a spell) Ss: ... T: In English, we should say she is saying a spell. But suddenly! (Change the picture of the witch into a girl in blue which is the same as the one on the textbook.) The witch disappeared! And here appears a beautiful girl. Well, at this moment... (Play a sound of horse) It seems someone arrives outside. Let’s follow the girl to see what’s outside.

Step 2 Predicting Task Work in pairs: Look at the picture on P19 and have a prediction to guess the answers of 3 questions: 1.Who is the man? 2. What are they talking about? 3. What will happen to them?

T: Well, next to the girl we can see a man on a.... Ss: A horse! T: Yeah, but who is he? What are they talking about? And what will happen to them? Now discuss in pairs. I will give you 1 minute to predict. (1 minute passed) T: Who would like to share his or her idea with us? First, I’d like to invite a girl. Yeah, you please. S1: ...... T: Thank you. Maybe your predictions are right. Then how about a boy? Oh, boy, can you? S2: ...... T: I have to say you are so imaginative! Thanks, boy. Now I need you to look at the questions in Task 1 on your handout to check whether your predictions are right or

not. 30 seconds for you. (30 seconds passed) T: Let’s check it together. The man is a... Ss: King! T: And the king may be expressing... Ss: Love to the witch! / Asking for marriage! T: Yeah. And later they will... Ss: Get married! / The witch will put a spell on the witch.

Stage 3 While-listening

(15 mins) Task 1 Listen to the first part to finish the multiple choices. (Purpose: To lead the students to listen for the specific ideas and tell the students some tip about how to find answers of multiple choices easily.)

T: OK. Let’s go into the story to see what will actually happen later. After this part, I need you to finish the multiple choices in Task 1. Are you ready? Ss: Yes! (Play the first part of the story) T: Well, I’d like to invite a line of you to give us the answers one by one. What about this line? Ss: .... T: Are they right? Ss: Yes! T: Congratulations! Look at the first, the forth and the fifth question and their answers. So when you are doing the multiple choices, you should pay more attention to the predicative and the object in a sentence in the listening material. Because that’s where the answers are most likely to be.

Task 2 Listen to the second part to answer the T or F questions. (Purpose: To lead the students to listen for the detailed information and tell the students to read the statements first when doing a listening exercise.)

T: Then, we will go on our journey. Listen to the second part of the story and find out the statements in Task 2 are true or false while correcting the false ones. Before listening, you should read them carefully to find out the key words first. 30 seconds for you. (30 seconds passed; play the second part of the story) T: This time, I’d like to invite... How about this row?

S3: T. T: Excellent! But Is there anyone who chooses F? Ss: Yes! T: So, my dear, can you explain why you choose the correct one? S3: Because it says the witch becomes the ruler of the land. T: Great. So we should pay attention to the words which have similar meaning. Go

on, please. (The teaching process is going like this)

Task 3 Listen to the third part and answer the short-answer questions. (Purpose: To lead the students to listen to take some notes after reading the questions.)

T: Now, we will go to the last part of the story. This time, you should take down some notes about the 3 short-answer questions. Well prepared? Ss: Yes! T: Let’s get it started.

(Play the third part of the story) T: Who’d like to have a try? Oh, you please.

S4: ... T: Good, and if you can be louder, it will be better. The next one? S5: ... T: Very good. And the last one, the whole class, please. Ss: ... T: Exactly! And you should

be careful when hearing the same or similar words appearing in the short-answer questions.

Task 4 Listen to the whole conversation to fill in the blanks. (Purpose: To make the students’ confusion clear and improve the students’ reading ability.)

T: Till now, you must feel a little confused, right? You must want to ask me who the 2 story tellers are and where the story comes from. Well, I will play the complete listening material for you, and you should fill in the blanks in Task 4. I believe that then your confusion will be cleared. (Play the complete part of the story) T: OK, start from you. Share your answers with us. (The teaching progress is going like this) T: So, it seems everything is clear now. What’s the identities of the 2 storytellers?

Ss: Students! T: Yeah, they will go to the history lesson, so they are middle school students! And where does the story come from? It’s adapted from a famous literature?

Ss: No! T: That’s to say, the story is made up by... Ss: The 2 students! T: Since they can make such a wonderful story, as students, why can we create our own fantasy story?

Stage 4 Post-listening

(12 mins) Task Role-play: Work in groups of 6: one is recorder, the other five continue the

end of the story in the listening passage one by one. The students will have 5 minutes to prepare. Remember to design conversations of roles for role-play without a piece of paper later. (Purpose: To arouse the students’ interest; to improve their speaking skills.)

T: Let’s do something interesting -- Role-play! Now, work in groups of 6: one is recorder, the other five continue the end of the story in the listening passage one by one. The students will have 5 minutes to prepare. Remember to design conversations of roles for your role-play without a piece of paper later. Understand? Ss: Yes! T: Now, Row 1, Row 3 and Row 5 turn back. Begin you group work. (5 minutes passed) T: Any volunteers? Yeah, welcome this lovely group. Ss: ... T: Thank you so much! What a complete story! You add a lot of new roles, right! Congratulations again! But if you can face the audience and be louder next time, you can be better actors and actresses. (The teaching process is going like this)

Stage 5 Summing up

(3 mins) (Purpose: To help students be clear about the knowledge they learnt today and to develop a positive values of them.) T: So, in today’s class we have grasp many listening skills, and even if we are not fantasy authors, I hope we should also first, maintain a childlike innocence; second accumulate day-after-day wisdom; last, create your own wonderland! The whole class, read together. Ss: ... T: I hope you can really bear the word in mind! The class is over. Thanks so much.

Self-evaluation （Reflection）

（Teaching log）

General impression The teacher has completed the listening and speaking class together. The whole lesson is dealt attractively, reasonably and logically.

Advantages and evidence in the lesson Specific learning objectives; Creative design of changing the whole lesson into a story Different and resourceful tasks; Clear instructions; Smooth coherence between task and task

Aspects which should be improved, reasons and suggestions The teacher should leave more time for the students to think and take in. The teacher should learn not to be so nervous in such formal occasions.