Using LanguageⅡ优质课教学设计

Teaching Design 

My Concept and My Students

My design is basically from the Integrated Approach. My students are afraid of doing listening tasks, and most of them are in low level of English proficiency and motivation, so I decided to use the Integrated Approach which emphasizes the interactive competence and with the improvement of listening comprehensive, students’ critical thinking will improve gradually. Finally, the approach also thinks highly of students’ emotions and psychology. 

Teaching Objects After this period, the students will be able: 1.

to take notes with a thinking map during the listening task; 2.

to know some listening strategies, like how to predict and focus their attentions on important information by understanding the intonation of the speakers which usually express their feelings; 3.

to learn how to retell a story, a funny story in particular. 

Teaching Methods STEP1: Pre-listening

Show students a picture about plums, and ask the students about the harvest time of plums, and to guess what can we do with the ripe plums, which aims to activate their schemas about plums, which are usually eaten in the hot summer and review the relative vocabulary,

such as plum stone, jam jars or pan.

STEP2: Listening 1.

First listen for the main idea of Part 1 and tell whether it is a monologue or a dialogue. The reason is that only after the main idea is known can the students know what information is important. Because if it is dialogue, students must pay attention to the characteristics of the oral material, like much redundant information. 2.

Listen again for drawing a thinking map, by using a sequence map, which makes the students note down verbs and notice the structure of Part 1.

3.

Listen to Part 1 for the third time and answer the questions in Ex.3, which help students understand the mistakes between John and Mary, and also help students predict Mary’s reaction and John’s following reaction.

4.

And then do Ex.4, which also help students to be more familiar with the words and structure of Part 2. Then, the students will be asked “why were the chickens were drunk and what is the connection between the drunken chickens with the jam?” making students notice the logic of the story and the words “drunk and drunken”. Finally, we listen to Part 2 and check the answers to Ex.4 and their predictions about Mary’s reaction.

5.

Listen to Part 2 again and finish Ex.5, aiming to make students to notice the verb, “throw away” and John’s following reactions and the ending of the story.

STEP3: Post-Listening- retell the funny story 1.

First of all, ask the students to pick out the punchline: The chickens eat the jam and become drunk. 2.

Then use the sequence map and pick out the key plots, making the punchline more effective. 3.

Finally, organize the whole structure by using the connecting words to show connections between them.