Using LanguageⅠ教学实录及点评

Tips on retelling a story 林文衡

广州市南沙东涌中学 511453

Teaching Plan Subject Lesson Type English Class Class5, Senior2 Listening and Speaking ---- Tips on retelling a story Advantages: Students of Class 5, Senior 2 are students majoring in science. Most of them are active and motivated in the classroom activities. And they have some knowledge of Pygmalion, which will be the topic of the listening material. What’s more, they haven’t been revealed the ending of the story. Thus, they may feel curious about the result of the bet and the ending of the story. Disadvantages: For most of the students, English is a big headache indeed. Actually, their ability in English is far from what a common senior two student is expected to possess in the oral test. To be specific, they ignore the key words and Chinese instruction which are definitely useful in retelling. Also, they may fail to retell the story logically and coherently. However, they are willing to do something within their reach as the teacher requires, which gives me the strongest motivation to take up the challenge and make each of my class effective. Mostly, the listening materials in part C are narrations or narrations with comments, which cover several daily topics in about 200 words. In most case, new words and complex sentences are seldom used in this part. The American accent is used by the speakers. The teaching material comes from Book 8 Unit 4 Pygmalion. It is an adaptation of Exercise 3 in Learning about Language. The micro skills of prediction, note-taking and story retelling will be the main focus of this period. And the teaching material should not be a burden on students. Thus, the passage

of Exercise 3 was adapted to meet the requirement of the teaching in this period. In addition, the passage of the listening material will be a little shorter than the one used in the authentic oral test. 1. Students learn to predict before listening 2. Students improve their note-taking skills in story retelling section; 3. Students learn to retell a story in a logical way by sorting out the notes taken. 1 Analysis on learners Analysis on teaching material Teaching aims

4. Students give comments on others performance in terms of content, language and fluency. Important and 1. How to predict in story retelling section; Difficult 2. How to retell a story in a logical way by sorting out the notes teaching taken. points Teaching Task-based Language Teaching, Cooperative Learning method Learning Independent learning, cooperative learning in groups methods Teaching Multimedia, computer, slide projector, blackboard. Aids Lead in : Introduce the main task by giving a situation

Before Listening : Prediction

While Listening : Listening task and tips on how to take notes

Flow Chart Before Retelling : Group discussion and tips on how to organize a story

: Group presentation While Retelling

Assessment : Focus on contents, language and fluency

: Anchor chart Summary Teaching procedures Students’ activities 1. Read the learning Step 1 aims of this period. Lead-in 2. Review what they (2 minutes)

have learned about Pygmalion to reveal

Teacher’s activities 1. Introduce the Purpose 1. To motivate learning aims of this students’

learning period. interests. 2. Introduce the main 2. To make the 2

learning aims reviewing the text of

clear to both teacher and Book 8 Unit 4. students. 1. Read the Chinese 1. Present 5 key words 1. To prepare the introduction and the and the Chinese students for the key words. introduction of the listening task. Step 2 2. Try to analyze the listening material. 2. Draw the Before given information 2. Introduce the mind students’

Listening and draw a mind map. map as a predicting attention to the (5 minutes) skill to the students. key words and Chinese introduction.

Task 1: Task 1: 1. Listen to the 1. Play the tape twice

1. To arouse story twice and try and remind the students critical to take notes for to take notes while thinking on note-taking by retelling. listening. Step 3 2. Observe and 2. Present two or three observing, comparing and While compare their notes notes of the students. contrasting. Listening 3. Conclude the 3 tips 2. To sum up the (6 minutes) in groups. tips on 3.Think about the on note-taking (content 3 question “How to words, shorthand and note-taking. task to students by improve note-taking skills?”

our pattern). the main task. Task 2: (3 minutes) Task 2: 1. The group leader 1. Provide some hints gets one hint of the for each group, and story, which is not remind the group leader Step 4 allowed to be taken to recite or take notes Before away. So he or she of the hint in 5 Retelling (15 minutes) needs to recite or seconds. take notes of the 2. Guide the discussion hint in 5 seconds. and urge the sorting of 2. Discuss and sort group notes. out the group notes.

3

1. To reduce the fear of failure by giving a hint for retelling. 2. To provide some information gaps among groups so that the communication among the

Task 3: (12 minutes)

1. The group leader Task 3: stays in the group to 1. share the Supervise the hint intergroup a helping hand when it orally with visitors communication and give from other groups. the the group 2. Other members of is needed. move 2. Ask a question “How around to look for to sort out all the missing details in proper and Highlight the information and take logical order?”

notes in 5 minutes. 3. 3. Revise their structure of a story characters students will be real and meaningful. 3. To display the structure of a story in a visual way by means of an anchor chart (the retelling hand), which can help students understand and memorize the target knowledge. notes by group work. (setting, 4. Think about a and plot) by providing

question “How to the retelling hand. sort out all the

details in proper and logical order?”

5. Complete the retelling hand with guidance. 6. Retell the story according to notes and the retelling hand in pair. Task 4:Group Task presentation.

to retell the story. 2. Invite two students to give comments on the performances in terms of content, language and fluency.（If time 4:Group 1. To arouse critical thinking on presentation so that the students may think about how to improve themselves. 2. To test the efficiency of the teaching in presentation.

the group story by Step 5 While referring to the Retelling group notes. (8 minutes) 2. Assessment on the performance. 1. Stand up and share 1. Invite two students

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permits）

this period. Step 6 Review the skills of predicting, note-taking （shorthand/content Summary words） and retelling (a retelling hand) . (2 minutes) Step 7 Homework Write down the whole story and design the group newspaper this week.

Listening material 故事梗概：

卖花女Eliza偶遇语言学家Henry Higgins，并在其帮助下，提高了自己的英语。最后，被上流社会接纳了。

关键词：

broken English

(不标准的英语) lessons

(课程) bet

(打赌) an ambassador’s party（大使馆舞会）

accept（接纳）

Eliza was a dirty flower girl with broken English. Although she was born in a poor family, she dreamed of working in a flower shop. But she knew it was impossible, because she did not speak perfect English. One rainy evening, she happened to meet a phonetic expert, Henry Higgins, and Colonel Pickering. She wanted to improve herself, so she asked Henry to give her lessons. Henry agreed when Pickering made a bet with him. But after Eliza’s first lesson, she was disappointed because Henry was so impatient with her. However, Eliza did not give up learning easily. After 6 months’ learning, Eliza began to speak

better English and behave like a lady. Later, she was invited to an ambassador’s party. Her performance was very successful, and everyone was impressed by her perfect English. Finally, she got married and was accepted

into the upper class of society.

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