Listening and vocabulary教学目标设计

This lesson is the listening and vocabulary section of Module 2 “Fantasy Literature”, from New Standard English, Students’ Book 6, Grade 11, which was published by Foreign Language Teaching and Research Press. The type of this lesson is listening and speaking. The teaching procedure has five stages: getting students ready for learning, revision and pre-listening, while-listening, post-listening and assigning homework. Each stage has its own purposes and includes several steps. Each step also contains several tasks to achieve teaching objectives. This unit’s listening skill is listening for narrative. This listening material is a long dialogue about fantasy story contains 550 words and its time is about 4 minutes and 30 seconds. Stage 1 Getting students ready for learning (4 minutes)

Step 1 Greeting The teacher greets students and asks them what books they like reading. Then the teacher shares her favorite books: Harry Potter and Twilight and asks students what kind of books they are. The teacher uses constructivism to help students make meaning in relation to the interaction between their experiences and their ideas. The teacher will lead students to go into this unit’s theme: fantasy literature. This step’s purpose is to gather students’ minds back to the English class and lead students to get the point. Step 2 Routine task The teacher invites one student to share more information about the fantasy book that mentioned last class: His Dark Materials (this task was students’ homework last class). This step’s purpose is to stimulate students’ autonomic learning and thematically prepare for the listening task. It also can help students train their speaking skill and built their confidence. Students will learn how to use resource utilization strategy in this step. Stage 2 Revision and pre-listening (5 minutes)

Pre-listening activities should aim to motivate students, to activate their prior knowledge, and to teach key words or key structures to the students before listening begins so that students are effectively, thematically and linguistically prepared for the listening task (Wang, 2006: 144). In this stage the teacher uses a paragraph to summarize the main information, plots and characters of His Dark Material. The

teacher leads students to review prior knowledge and teaches them some new key words in advance. Then the teacher leads them to use several words to summarize the features of fantasy literature. This step has a good foundation for the following listening tasks. This listening material is very long, so the teacher adapts it properly and divides it into several parts. The prediction tasks are designed at the beginning of every listening task like asking leading question , asking students to make prediction through pictures and letting students to read comprehension questions before listening. Because fantasy story is not real so the teacher sets the scene before listening and provides background information for students so that the teacher can activate students’ schema and students can be better prepared to understand what they hear (Wang, 2006: 146).

Stage 3 While-listening (20 minutes)

The while-listening stage is the most difficult for the teacher to control, because this is where students need to pay attention and process the information actively. However, if the teacher provides a reason, goal, or task for the learner, this can encourage and help the listener to focus on. By providing a variety of types of tasks, students learn to listen for a variety of purposes which better prepares them for listening in the real world outside the classroom (Wang, 2006: 148). While-listening contains two important skills: listening for the gist and listening for specific information. In this stage, each step includes activities to train these two skills. Teacher divides the listening material into several parts and each part is inner-related to each other. Step 1 Listen to the background This step’s purpose is to focus students’ attention, lead students to get the background information about the story and know how the story come. The teacher gives three comprehension questions. It can train students’ skill of listening for

specific information. This listening part in not the most important part about the fantasy story but it links the story His Dark Materials and the fantasy story in this listening material. It is like a transitional part and can be a warm-up listening activity for students.

Step 2 Listen to the beginning This step’s purpose is to practice students the skill of predicting, listening for the gist and listening for specific information, teach them some new words and phrases and help students have a better understanding of the beginning of the fantasy story in this listening material. Task 1 Listen and predict The teacher gives a picture and three sentences about the main idea to students and asks them to predict what will happen. Then students will listen to the tape and check their prediction. In this task the teacher teaches students to use the skill of listening for the gist. Task 2 Listen and fill in the blanks The teacher gives several sentences from listening material and asks students to listen again and fill in the blanks. Then the teacher checks the answer with students and teaches them some new words and phrases. After that, the teacher will asks students to make sentences by using these new words and phrases by themselves to check their understanding about new knowledge. In this task, students can use the skill of listening for specific information.

Step 3 Listen to the development This step’s purpose is to practice students the skill of predicting, listening for the gist and listening for specific information, teach them some new words and phrases and help students have a better understanding of the development of the fantasy story in this listening material. The development of this fantasy story is divided into three parts. Development 1 Task 1 Prediction The teacher gives a picture about development 1 to students and asks them to predict what will happen. Then students will listen to the tape and check their

prediction. In this task the teacher teaches students to use the skill of listening for the gist. Task 2 Listen and fill in the blanks The teacher gives a short passage about the main idea of this listening part and asks students to listen again and fill in the blanks. Then the teacher checks the answer with students and teaches them some new words and phrases. After that, the teacher will asks students to make sentences by using these new words and phrases by themselves to check their understanding about new knowledge. In this task, students can use the skill of listening for specific information.

Development 2 Task 1 Prediction The teacher gives a picture about development 2 to students and asks them to predict what will happen. Then students will listen to the tape and check their prediction. In this task the teacher teaches students to use the skill of listening for the gist. Task 2 Listen and answer questions The teacher gives three key questions of this listening part and asks students to listen again and answer the questions. Then the teacher checks the answer with students and teaches them some new words and phrases. After that, the teacher will asks students to make sentences by using these new words and phrases by themselves to check their understanding about new knowledge. In this task, students can use the skill of listening for specific information. Development 3 Task 1 Prediction The teacher gives a picture about development 3 to students and asks them to predict what will happen. Then students will listen to the tape and check their prediction. In this task the teacher teaches students to use the skill of listening for the gist. Task 2 Listen and answer questions The teacher gives three key questions of this listening part and asks students to listen again and answer the questions. Then the teacher checks the answer with

students. In this task, students can use the skill of listening for specific information.

Stage 4 Post-listening (10 minutes)

The post-listening stage is where the teacher can determine how well the students have understood what they listened to, but it is difficult to design the tasks well. It is important to remember that when designing tasks teachers should not require their students to remember more details than a native-speaker would be able to do in a real-life situation, because students needn’t to get into the habit of thinking that they need to understand and remember everything they hear. And by integrating listening tasks with speaking and writing, it is easier to keep students’ motivation high and motivation is essential in order for real language learning to occur (Wang, 2006: 154). In this stage, the teacher designs several useful and interesting tasks to check students’ memory and understanding about this fantasy story. At the same time, the teacher develops not only students’ listening skill but also speaking skill.

Step 1 Individual story time This step’s purpose is: 1) to develop students’ skill of speaking and improve students’ pronunciation and intonation; 2) to deepen the understanding of the text; 3) to build up students’ self-confidence.

Task 1 Retell the story The teacher gives students a main frame about this story and lets students to listen to the whole story and asks them to try to retell the story. When they are practicing retelling the story, the teacher gives them some key pictures, words and phrases. Then the teacher asks students to retell the story. But when students are doing this task, the teacher can ask different students to retell different parts. That can give more students chances to challenge themselves. This task can train students’ skill of speaking. Task 2 Fill in the blanks and complete the summary The teacher gives a summary about this fantasy story and asks students to fill in the blanks to complete the summary. This task can train students’ skill of writing and check some new words and phrases they have learned in this class. Step 2 Creation time This step’s purpose is to encourage students to create fantasy stories by

themselves, develop students’ imagination and make them have a creative attitude of life. This step can train students’ skills of speaking and writing. They can also learn how to cooperate with others.

Task 1 Find the story’s ending

The teacher asks students to listen to the last part of the listening material and asks them to answer two questions. Then the teacher leads them to find that that story has no ending. This task is a steppingstone to the next task. Task 2 Create the ending The teacher asks students to work in groups and create or invent an ending of the story to make this story completely. At the same time, the teacher provides several leading questions about the ending and can give students a direction to think about.

Stage 5 Assigning homework (1 minute)

The teacher asks students 1) to finish the ending of the story in groups after class; 2) to give a name to your complete story; 3) to role play the story by cooperating with their group members. This task can develop students’ imagination and encourage them to have a creative attitude of life. At the same time it can also train some skills in college entrance examination like summarize a story (for example, giving a name to their story).

Analysis of the layout of blackboard The layout of blackboard is very important. Because it can show this lesson’s key knowledge like important words and phrases. It can also help teachers emphasize and clarify the knowledge. It make the lesson’s content more clear and help students take notes and follow the teacher easier.

In this lesson, the teacher divide the blackboard into four parts: 1) this unit’s title, this lesson’s type and main skills; 2) key words; 3) key phrases; 4) the frame of the story. This unit’s title, this lesson’s type and main skills are on the top of the blackboard. The remaining part of the blackboard is divided into two parts: one part is new words and phrases, other part is the frame of the story. This kind of layout of blackboard can help students have a clear understanding of not only this lesson but also the story’s development, and it can also help students to do the retelling task at the end of the class.

The layout of the blackboard is designed like this:

3. Detailed lesson plan Background information

School: High School Attached to Southwest University Teacher: Zheng Die Students: 58 senior high school students, Class12, Grade 11 Time & date: 8:00-8:40 pm, Thursday, 23rd March, 2017 Material : the listening and vocabulary section of Module 2 “Fantasy Literature” ,

Foreign Language Teaching And Research Press Type of lesson: listening and speaking lesson

Teaching aids: blackboard, chalk, PPT, pictures, tape

Contents

1. Main vocabularies : revenge, marry, wicked, cottage, punish

2. Main phrases: put a spell on, take revenge, go to war with 3. Topic: fantasy literature

Objectives

3.3.1 Instructional objectives

1) Be able to listen and understand, spell and use the new words and phrases correctly. 2) Be able to listen for narrative and understand the development of the stories. Be able to retell and role play the stories.

3) Be able to use the following listening skills to comprehend the text, such as listening for the gist, listening for specific information, and predicting according to main vocabularies and pictures. 4) Be able to have a good understanding of fantasy literature and have creative attitude of life. Be able to create fantasy stories. 3.3.2 Educational objectives

1) Arouse students’ interest by leading them to predict fantasy stories according to some pictures and main vocabularies.

2) Encourage them to cooperate with partners actively by group activities. 3) Build up their confidence by inviting them to role play the stories and give them positive feedback according to their classroom performance.

4) Encourage them to create fantasy stories by themselves and have a creative attitude of life. 3.3.3 Personal objectives

1) Give students clear and brief instructions by using some classroom language and body language. 2) Keep students’ centered by giving effective questions and organizing group.

3) Use the blackboard reasonably and effectively.

Focal points

1) Be able to listen and understand, spell and use the new words and phrases correctly.

2) Be able to listen for gist and listen for specific information, and predict development of stories according to main vocabularies.

Difficult points

1) Be able to listen for narrative and understand the development of the stories. Be able to retell and role play the stories.

2) Be able to have a good understanding of fantasy literature and have creative attitude of life. Be able to create fantasy stories.

Procedures and time allotment

Stage1 Getting students ready for learning(4 minutes) Step1 Greeting T: Good afternoon, boys and girls! Ss: ... T: Do you like reading books? Ss: ... T: What books do you like reading? Ss: ... T: OK, well, I have heard Harry Potter哈利波特and Twilight暮光之城. So what kind of books they are? They are... Ss: ... T: Yes, good! Fantasy literature!

Step2 Routine task T: We have mentioned one fantasy literature last class, do you still remember it?

His...

Ss: .... T: Excellent! His Dark Materials! And at the end of the last class, I asked you to find more information about that book, have you done that?

Ss: ... T: OK, now I want to invent someone to share that with us. How about Mark? Ss: ... T: Very well! Thank you, Mark! 3.6.2 Stage2 Revision and pre-listening(5 minutes)

T: Mark has given us something about His Dark Materials. Now I want to check

if you still remember the main characters and main plots about this book and give more things to you. So let’s fill in the blanks together. Are you ready?

Ss:... T: His Dark materials

is a great fantasy story ever written. It includes three books, Sowe can call it a what? Have no idea, right? OK, let’s listen to the pronunciation of

this word. You can try to write down this word. Ss:... T: OK, let’s check it. His Dark Materials is a ... Ss: ... T: Good, trilogy! The heroine is a young girl called... Ss: ... T: And the hero is a boy called... Ss: ... T: Heroine's scientist father makes it possible to enter other worlds. It's an exciting novel with talking bears, other strange creatures and ...(show the picture of witch) Ss: ... T: Yes, I’ll give you the pronunciation of this word and try to write down it.

Ss: ... T: There are always witches in fantasy literature. How do you think of witches? Ss: .... T: Good, so we can say witches are very ... Ss: ... T: Yes, witches are very wicked. We have reviewed something about His Dark Materials, and how do you think of fantasy literature? It is always full of ... Ss: ... T: Yes, fantasy literature is always full of imagination, adventures and magic.

3.6.3 Stage 3 While-listening(20 minutes)

Step 1 Listen to the background T: A girl has just finished reading

His Dark Materials, let’s see how does she think of that book. Listen to the tape and answer the following questions. I’ll give you 30 seconds to look through the questions and predict the answers. Ss: ... T: OK, let’s listen to the tape.

Ss: ... T: Well, let’s check the answer. Tony, the first one, please. S: ... T: Right, how about the second one? You, please. S: ... T: Thank you. The last one, the boy, you can have a try. S: ... T: Good, very well! The girl thinks it’s easy to invent fantasy stories so she is going to invent one right now. Do you want know what happen in her story? Ss: ... T: OK, let’s go into the story!

Step 2 Listen to the beginning Task 1 Listen and predict

T: First, let’s see how this story happens. Let’s listen to the beginning of the story. Now predict what will happen according to the picture. Ss: ... T: OK, remember your choice. Now listen and check your prediction. Ss: ... T: So who can tell me the right answer? S: ... T: Yes, it’s right, thank you, Mike. At the beginning of the story, a king meets a woman and falls in love with her.

Task 2 Listen and fill in the blanks

T: Then, let’s get more information about this part. Listen again and fill in the blanks. Ss: ... T: Let’s check the answer. The first sentence, who wants to have a try?

S: ... T: Can you write down these two words on the blackboard? S: ... T: Thank you. Let’s see it together. A king goes...

Ss: ... T: Yes, it’s right. What does “go hunting” mean?

Ss: ... T: Good, we can use “hunt” or “go hunting” to describe chase and kill animals. Have you got it? Ss: ... T: Then the king comes to a... Ss: ... T: This time I’ll give you the pronunciation of it. Try to write down it again.

Ss: ... T: Give me your answer. Ss: ... T: OK, that’s right. Pay attention to the “tt”. So what does “cottage” mean?

Ss: ... T: Good! Like this right?(show the picture) Ss: ...

T: The following part, boys, can you read it to us? Ss: ... T: Many thanks! The king falls in love with the woman but doesn’t know she is a... Ss: ... T: Yes, a wicked witch. Step 3 Listen to the development

Development 1 Task 1 Prediction T: What happen to the king and the woman? Can you guess? Ss: ... T: Let’s move into the development of the story. First, development 1. Now predict what will happen to the king and the witch according to the pictures. You can speak out your guess. Ss: ... T: Wow, you have a very good imagination! Let’s listen to the tape and check your Prediction. Ss: ... T: Is your prediction right?

Ss: ... Task 2 Listen and fill in the blanks. T: Yes, the witch has done some bad things to the king and his land. Let’s listen again and fill in the blanks to get more information about this part. Ss: ... T: Have you finish it? Ss: ... T: OK, let’s listen to this part one more time.

Ss: ...

T: Now any volunteer want to answer the first sentence. S: ... T: OK, you please. Read it aloud. S: ... T: Good. What does this word (“marry”) mean?

Ss: ... T: Yes, when a man loves a woman, like the king, he may ask the woman” Will you marry me?” right?

Ss: ... T: Next sentence, how about the girl in red? S: ... T: Thank you. So the witch does what? Ss: ... T: Yes, put a spell on the king and other people. So what does “spell” mean there? Ss: ... T: It means this.(show the picture of spell) Use magic, right? Ss: ... T: The last part, I want to invent all the girls to finish it. Read it aloud, girls, please. Ss: ... T: Many thanks. So we can say the witch is really so... Ss: ... T: Yes, so wicked!

Development 2 Task 1 Prediction

T: Let’s see what’s going on about the witch and the land and move into development 2. Now predict what will happen next according to the pictures and questions. And this is Argon, the king’s brother. I will give you 30 seconds, go!

Ss: ... T: Let’s listen to the tape and check your prediction. Ss: ...

Task 2 Listen and answer questions

T: Let’s listen to it one more time and you should write down the answers to the questions.

Ss: ... T: Let’s check the answers. This line, one student one question, clear?

Ss: ... T: You have done a very good job! Who can tell me what happen in this part? Ss:... T: Tom, you’ll have a try.

S: ... T: Yes, excellent! Argon, the king’s brother wants to take revenge to the witch but... Ss: ... T: Yes, failed. But he has told his son to take revenge for him, right? Ss: ... T: Let’s go into the next part to see what happen to Argon’s son.

Development 3 Task 1 Prediction

T: This is Argon’s son, Ferdinand. Now predict what happen to him according to the picture and the following questions. I’ll give you 30seconds, go ahead!

Ss: ... T: Let’s listen to the tape and check your prediction.

Ss: ... Task 2 Listen and answer questions

T: Let’s listen to it one more time and you should write down the answers to the questions.

Ss: ... T: Let’s check the answers. This line, one student one question, clear?

Ss: ... T: You have done a very good job! Who can tell me what happen in this part? Ss:... T: Jack, you’ll have a try.

S: ...

T: Yes, very well! Argon’s son, Ferdinand wants to take revenge to the witch and the frog says it knows how to kill her, right? Ss: ... Stage 4 Post-listening(10 minutes)

Step 1 Individual story show

Task 1 Retell the story T: Up to now, we have got most things of this story, right? Ss: ... T: Now, let’s listen to the story through. And you should try to retell the story according to the following structure and pictures. Ss: ... T: Now try to retell the story with your desk-mates. I will give you 3 minutes, go! Ss: ... T: Time’s up! The girl, please retell the beginning of the story. S: ... T: Good, the boy next to the girl, you go on, the first part of the development. S: ... T: Thank you, I hope your voice can be louder next time, OK? S: ... T: Who wants to try the second part of the development? S: ... T: Well done! The last part and the last chance. S: ... T: Well. All of you have done a very good job!

Task 2 Fill in the blanks and complete the summary

T: Now fill in the blanks by using the new words we have learned today and complete the summary of the story. I will give you 2 minutes. Go ahead! Ss: ... T: Have you finished? Ss: ... T: Let’s check the answers.

Ss: ... T: Now read this summary aloud, go! Ss: ... T: So how do you think the story? Ss: ... T: Do you like it? Ss: ... Step 2Creation time Task 1 Find the story’s ending

T: But the story seems not complete, right? Ss: ... T: So what is lost? Ss: .... T: Yes, an ending of the story. Now listen to the last part of the listening material and try to find the story’s ending.

Ss: ... T: Does the story have an ending? Ss: ... T: Why? Ss: ... Task 2 Create an ending T: It’s a pity that the story is not complete, right?

Ss: ... T: Do you want to know the story’s ending?

Ss: ... T: Now it’s your creation time. Work in groups and invent an ending of the story by yourselves. There are tips for you. I’ll give you 4 minutes. Go ahead!

Ss: ...

T: I want to invent one group to share their creation. Which group wants to have a try? Ss: ... T: Wow, your story is so funny and creative! Give them a big hand! Ss: ... 3.6.5 Stage 5 Assigning homework (1 minute)

T: It’s time for your home work! Every group should finish your story after class and give a name to your complete story. Next class I will invent some groups to role play your story. Do you have any problem? Ss: ... T: OK, I’m looking forward to the group story show next class. Good luck, every group. That’s all for today, thank you! Have a nice day!