Using LanguageⅡ优质课教学设计

高中英语M8U3 Inventors and Inventions 听说课教学设计

广州市第九十七中学

陆彩霞

I. Analysis of students: As students of liberal arts major, Students in Class 11, Senior 2 are eager to learn English and have the willingness to participate in English listening and speaking tasks. However, for listening, they are not accustomed to note-taking and lack awareness of listening skills, especially note-taking skills. Moreover, they are not very fluent in spoken English and sometimes lack confidence in speaking. Therefore, the training of listening skills and engaging them in real-life-like English speaking tasks are necessary for them to develop overall language skills. Of course, for their current level, solid scaffolding is needed for a successful completion of a demanding speaking task.

II. Analysis of the teaching material: The New Course focuses on the studnets’ abilities to gather information, consolidate information and apply it to solve problems. Meanwhile, it focuses on cultivating students’ skills in reading, listening, speaking and writing. What’s more, the current trend calls upon us to train studnets’

key competencies, which place more emphasis on students’

thinking ability, cultural awareness and learning skills in addition to language skills.

The theme of Unit 3 is inventors and inventions

and the listening material in the text is a telephone interview between a student doing a report and an engineer who has inside information about a famous inventor called James Dyson. During the interview, they talked about Dyson’s two famous inventions, namely two-drum washing machine and carpet cleaner. The interview is carried out in natural speaking speed with distinctive English accent and some of the words are difficult for our students. The subsidiary listening material is also an interview

about solar cars and solar car racing which I chose from another senior high school English textbook published by Beijing Normal University.

These two interview dialogues are very important for students. At language level, they can learn ways to talk about problems of an old product and ways to describe new improvements. At cultural level, it helps students to gain interpersonal skills and telephone etiquette. Moreover, they can be very good examples to raise students’

awareness about ways of asking the right question politely.

For speaking, I designed a role-play task with the form of telephone interview. It is hoped that after the two listening tasks, students will not only learn how to listen and take notes, but also gain the above-said skills, for example, how to describe a problem and improvements, how to ask the right questions politely, and then, apply them in the role-play task.

III. Teaching Aims: 

Knowledge goals 1.

After learning this lesson, students should be able to learn the important words and expression

concerning inventors and inventions. 1



Ability goals

1.

During this lesson, students should be able to practice some listening skills, e.g. predict before 2.

3.



1.

2.

listening, and take-notes. To learn how to carry out telephone conversation, how to ask the right questions in order to get the right answers and how to provide answers.

To gain some problem-solving skills in a role-task that has an information gap.

Emotive goals Increase students’ awareness about telephone etiquette and interview etiquette.

Help students finish the task with enough scaffolding so that they can gain confidence in speaking English.

IV. Key teaching points: 1. Help students to improve their listening skills of prediction and note-taking. 2. Help the students to apply the knowledge and skills they learnt in listening to the role play task.

V. Difficult teaching points: 1. How to lead the students to consolidate knowledge in listening; 2. How to lead the students to apply the knowledge and skills to successfully complete the task.

VI. Teaching methods: Task-based method, role-play

VII. Teaching aids: Multi-media, blackboard, handouts.

VIII. Teaching procedures

教学环节

教师活动

学生活动

活动目的

预计

时长

5 mins Step 1: Lead-in 1. Lead students to take part in a guessing game and reward whoever got the right answers;

1. Take part in the guessing game;

2. Learn about inventors and inventions.

Get students interested in learning and prepare them with some new words that they may need in the coming tasks.

2

1. Develop listening skills of prediction.

2. Raise awareness on ways of asking questions.

3. Prepare students to do the coming tasks.

1. Lead students to talk about 1. Talk about solar cars and Prepare the solar cars and their advantages. their advantages compared students with 2. Give students examples of to regular cars. note-taking 2. Learn how to take notes. skills for the Step 3: note-taking. 3. Lead students to apply 3. Apply note-taking skills coming task.

Listening note-taking skills while while listening and Two

listening. interpret the notes to 4. Do a summary of listening.

answer the questions. 3. Sum up the note-taking skills. 1. Play one of the two Students can 1. Explain the situation: A roles. consolidate their school newspaper reporter Role As can ask questions

knowledge from from our school has got an about the new iPhone 7 the listening and opportunity to interview Tim plus and take notes of the apply it to a role Cook, the CEO of Apple, about answers. Remember to be play task.

Step 4: their newest smart phones, polite on the phone. Role Bs

need to answer Role Play iPhone 7 plus.. the questions according to 2. Assign roles to students. the information slip. Role A: the student reporter. Remember not to let As see Role B: Tim Cook the slip! 3. Organize the task and ask 2. Act out in front of the two or three groups to act. class if asked.

Step 5: Summary

3

1. Lead students to predict before listening. 2. 1st listening: lead students to get what’s been talked about. Step 2: 3. 2nd listening: lead students to Listening predict before blank-filling. 4. 3rd listening: listen for ways One of asking questions on the telephone. 5. Do a summary of listening. 1. Predict before listening. 2. 1st listening: tick what’s been talked about. 3. 2nd listening: predict and do a blank-filling task. 4. 3rd listening: listen for ways of asking questions on the telephone. 5. Sum up what we learned from listening.

12 mins 11 mins 10 mins Review the key points with tips Have a quick review in on the blackboard. their mind.

Students can form a mental schema of the lesson.

2 mins

IX. Reflection about the lesson: I think one of the strengths of this lesson is scaffolding. Through listening task one, students not only practice listening skills of prediction but also summarized necessary expressions to describe the need for improvement and the advantage of the new invention. In addition, they also learnt how to ask questions in a telephone interview. In listening task two, students learnt the important listening skill of note-taking, which is a must for a reporter who wants to interview someone on the phone. Therefore, with the scaffolding of expressions, ways of asking questions and skill of note-taking, students are ready to carry out a simple yet interesting telephone interview. The speaking task turned out to be a success. Everybody was willing and capable to participate and the two groups who were asked to present in front of the class did a very good job. One of the shortcomings of the lesson is that the note-taking skills is not fully practiced and presented due to time limitation. If time permits, a lesson entirely devoted to note-taking would be also very interesting and useful. Moreover, I think this lesson can involve more students’ engagement if I had more confidence in them and wasn’t so worried about the outcome. And I think that’s what I need to improve in the future in addition to learn from my supervisor and many expert teachers and researchers. 4