Section BPPT专用课堂实录内容

Instructional design Name: Subject: Lesson type: 黄婕

Grade: Grade 8 Bicycle riding is good exercise

Section B Listening and Speaking

Teaching time:

45 minutes Overall Design and Guiding Principles This is a listening and speaking lesson which aims to develop students’ ability in talking about "if" clauses. Meanwhile, students’

linguistic and cultural knowledge is expected to be enriched through listening and speaking activities. In this lesson I mainly employed Task-based Teaching Method, Natural Approach as well as the Communicative Language Teaching Method to create certain scene and ask students to complete relevant tasks, assist them to learn in a relaxed atmosphere and build a confidence towards listening, thus forming the habit of active learning and improving their comprehensive language competence.

First of all, reviewing how to describe the traffic accidents according to the pictures listed on PPT, and showing another picture related to this class to arouse students’

curiosity. Then I will show some word formation to lead in the new words, such as the word, careless, to impress students so as to make preparation for the following listening session. In the third section, I mainly use Task-based Teaching Method by setting three tasks of extensive listening, intensive listening, as well as focused listening to assist students to fully understand the listening materials, then in the next section I designed a chain

game with "if" clauses to train students’ ability of transforming input into output through speaking. Finally, I will ask a group of students to report. This section is an evaluation of students’

"if" clauses and their ability of talking about how to stay safe when riding a bicycle. Therefore, this section is employed as a reinforcement of students’ comprehensive language competence. Teaching Context Analysis of teaching material: This is a listening and speaking lesson. The lesson focuses on talking about how to stay safe when riding a bicycle, aiming at letting students to grasp the structure of ”if”

clauses. The topic of this unit is closely related to students’ real life, and in accord with students cognitive level, thus can make students learn meaningfully and build students a confidence of English learning.

This lesson mainly consists of warming up, listening and speaking parts. The first warming-up part mainly is intended to teach new words with the help of video clip and

vivid pictures so as to build in students’ mind a structure of new knowledge. Then the second listening section aims at providing students with initial input of the language structure ”if you…, you will….”by way of listening and the linguistic expressions to talk about the bicycle accident. Finally, the third speaking session mainly consists of chain game, role play and reporting tasks targets at improving students’

ability of language output, and thus realizing the goal of communicative teaching. Therefore, the three sections of this unit, abiding by the “output after input” sequential principle in teaching, progress step by step, and proceed from experience to exploration and finally to language application. All these can effectively realise the objectives of improving students’ comprehensive language competence.

Analysis of students:

The objects of this lesson are students in Grade 8. Students in this phase has already learned some clauses such as adverbial clauses of time, adverbial clauses of reason, thus they must have mastered some skills ofclauses-learning and fully prepared to learn the lesson cognitively.

However, junior students lack the ability of systematic autonomous language learning and some students have on confidence of English learning. Therefore, it requires teachers to set up the tasks from easy to the advanced to guide them.

What’s more, junior students tend to focus on image thinking because of the absence of the mature, abstract, and logical thinking, thus teachers should design various interesting, fun and relaxing activities to sustain students’ interests and attention. Teaching Aims Aims of knowledge: (1) master and use some important words or phrases, such as: helmet, careless, be in danger and so on. (2) be able to use the "if" clauses.

Aims of ability: (1) be able to get correct information from listening material. (2) master some relevant listening skills including extensive listening, intensive listening as well as focused listening . (3) be capable of talking about how to stay safe when riding a bicycle.

Aims of emotion: (1)

taste the happiness of communicating in English. (2)

build confidence towards listening, which is generally considered as the difficult points of English learning. (3)

be active and cooperative in team work, enjoy the sense of achievement in cooperation.

Aims of strategy: (1)

master some methods of independent study.

(2)

be well versed in transforming input to output. Key Points and Difficult Points Key points: 1. mastering of the key words. 2.mastering of the "if" clauses.

3. relevant listening skills.

Difficult points: 1.getting the correct information from the listening material. 2. be able to use the"if" clauses. 3.can talk about how to keep safe when riding a bicycle. Teaching Methods 1.Task-based Teaching Method

2.the Natural Approach 3.the Communicative Language Teaching Method 4.Computer-assisted Instruction Teaching Aids 1. text book 2. power point 3. a video clip

4. listening recording. Teaching Procedure Step 1：Lead-in: Have a small conversation with students on what they have learnt in the last class:

Do you still remember how to describe a traffic accident?

Please talk about the pictures on PPT and complete the sentences. Then I'll lead students to check the answers together.

The purpose of my design:

(1) to catch students’ attention and arouse their interests.

(2) to liven up the lesson and lead in the topic-----how to stay safe when riding a bicycle..

Step 2: Pre-listening:

Show students some word formation about the new words to make them be familiar with these new words.

The purpose of my design: (1) to impress students the key words by showing pictures.

(2) to reinforce students’

impression of the key words by ranking.

Step 3: Extensive listening:

Play the tape in 1a for students for the first time

Ask students to complete the sentences in 1b. present the scripts of the dialogues they just listened to.

The purpose of my design:

(1) to enable students to grasp the main information, especially the key words like helmet, careless and so on .

（2）meanwhile, it is an excellent way to examine if students had a good command of the words they had had learned in the pre-listening part.

Step 4:Intensive listening:

Let students listen to the tape for a second time and answer three questions listed on PPT.

The purpose of my design: to make students understand the details of the listening tape. Based on the information that students got in extensive listening, the main purpose of this section is to check up whether students have understood what the dialogue is mainly talking about.

Step 5: Focused listening and writing:

Let students listen to the record for a third time and look at the pictures in 2a to discuss the results of breaking the traffic rules with if..

The purpose of my design: this section aims at training students' ability of transforming input into output and making them graspe the methods of talking about past how to stay safe when riding a bicycle..

Step 6: Project ( chain game with if):

I will ask students to work in groups to make sentences with "if" clauses.

The purpose of my design: after the listening session, students have caught on the sentence structure with if clauses, and then the target of this game is to intensify students’ ability of using the structure. Meanwhile, it is a preeminent way to examine students’ ability of transforming the input through listening into the output by speaking.

Step 7：role play and reporting :

Make students form a group of four to five by themselves. Then say the sentences they've made just now one by one.

The purpose of my design:

(1) after the game section, students have managed to use the sentence structure with if clauses.

(2) What’

more, the retelling session aims at training students’ ability of talking about how to stay safe when riding a bicycle .

Step 8: Homework.

Review the key points in this class and try to make more sentences with if clauses.

The purpose of my design: this section is a sublimation of the lesson, it is aimed at guiding students to form the habit of active learning and reinforce what they have learned in the class. Teaching Evaluation Evaluation content：

1.

knowledge about the "if" clauses.

2.

mastery of the relevant skills of listening. 3.

students’ interests in learning initiatively. 4.

the sequence of teaching activities. 5.

students’ ability of transforming input to output. 6.

students ability in oral communication.

Evaluation approaches：

The teaching and learning activities of this lesson will be assessed as it progresses. That is, we resort to formative assessment in class. Five methods are adopted: 1)

observation 2)

questioning 3)

group work 4)

demonstration 5)

assignment