毕业设计（论文）-人教版新目标初二英语上Unit 11 Section A Could You Please Clean Your Room听说课例分析及反思.doc

本 科 毕 业 论 文人教版新目标初二英语上Unit 11 Section A Could You Please Clean Your Room听说课例分析及反思学 院 外国语学院专 业 英语教育年 级 2011级学 号 姓 名 指 导 教 师 成 绩二一五年四月Design of a Lesson and Self-evaluation:Based on the Listening and Speaking Section of Unit 11 “Could You Please Clean Your Room”, PEP edition, the new target English book Duan Qing SupervisorLi RupingA Thesis Submitted inPartial Fulfillment of the Requirements for the Degree ofB. A. in EnglishCOLLEGE OF INTERNATIONAL STUDIESSOUTHWEST UNIVERSITYApril, 2015AcknowledgmentsAt the beginning of this paper, I would like to express my gratitude to a group of people who have given me a lot of support and encouragement during my study.First of all, I feel deeply grateful to my supervisor, Prof. Li Ruping for his generous supports. He has proved a constant source of inspirations and encouragements. But I still have found my progress much slower and more difficult. And all the possible mistakes in this paper remain would be mine.Secondly, I am grateful to Mr. Lin Wenzhi who gave us a detailed instruction about how to write academic papers, Ms Yang Xiaoyu who helped me to get to know, learn and get interested in pedagogy. Moreover, I would like to express my appreciation to all my other teachers who have taught me during my study in the College of International Studies, Southwest University., especially, the administration faculty of our department for their helps and supports during my BA study. Under their guidance, I have not only gained abundant knowledge but also improved my paper. Meanwhile I am deeply indebted to all of my classmates and friends who have helped me materially and spiritually while I am writing this paper. Thanks for keeping me company in the past four years Last but not least, I must sincerely express my appreciation to my family members for their continuous understanding and whole-hearted supports during the four-year studies.ContentAbstracti内 容 摘 要ii1. Introduction12. Interpretation of the Lesson22.1 Analysis of the Students22.1.1 Psychological Perspectives22.1.2 Learning Styles22.1.3 Prior Knowledge32.2 Analysis of the Teaching Material32.3 Analysis of the Teaching Methods42.3.1 Task-based Language Teaching (TBLT)42.3.2 Communicative Language Teaching (CLT)52.4 Analysis of the Learning Methods62.4.1 Autonomous Learning62.4.2 Cooperative Learning62.5 Analysis of the Teaching Objectives72.5.1 Language Knowledge72.5.2 Language Skills82.5.3 Affect82.5.4 Learning Strategy92.5.5 Personal Objectives92.6 Analysis of the Teaching Procedure and Time Allotment.102.6.1 Getting students ready for learning (2 minutes)102.6.2 Revision (2 minutes)102.6.3Pre-listening (12 minutes)102.6.4 While-listening (12 minutes)102.6.5 Post- listening (10 minutes)112.6.6 Assignment (2 minutes)112.7 Analysis of the Layout of the Blackboard113. The Detailed Lesson Planning123.1 Format of Lesson Planning123.1.1 Background Information123.1.2 Contents123.1.3 Objectives133.1.4 Focal Points143.1.5 Difficult Points143.1.6 Teaching Aids143.1.7 Teaching Methods143.2 Procedures and Time Allotment153.2.1 Getting students ready for learning (3 minutes)153.2.2 Revision (2 minutes)153.2.3 Pre-listening (12 minutes)153.2.4 While-listening (12 minutes)193.2.5 Post-listening (10 minutes)203.2.6 Assignments (2minutes)214. Self-evaluation224.1 General Evaluation224.2 The Strong Points of the Lesson224.3 The Weak Points of the Lesson235. Conclusion23References25Appendix27 Design of a Lesson and Self-evaluation:Based on the Listening and Speaking Section of Unit 11 Section A “Could You Please Clean Your Room”, PEP edition, the new target English bookAbstract During the time of our daily communication, approximately 9% is devoted to writing, 16% to reading, 30% to speaking, and 45% to listening (Rivers & Temperley 1978; Oxford 1993; Celce-Murcia 1995; cited in Hedge 2000:228). However, influenced by the traditional English teaching model, teachers pay more attention to reading and writing while English listening and speaking have been neglected for a long time in some areas in China. As a result, listening comprehension becomes the biggest challenge for students in English learning. Therefore, what matters in English teaching reform is cultivating students listening and speaking abilities which can improve English teaching efficiency. According to the National English Curriculum Standard and the condition of students, this paper takes the listening and speaking section of Unit11 Section A “Could You Please Clean Your Room”, PEP edition, the new target English book as an example, which explores the issue that how to teach listening and speaking effectively from three aspects including lesson interpretation, lesson planning and self-evaluation. The listening class mainly adopts TBLT (task-based language teaching) by showing the lesson plan interpretation, and the lesson plan and the self-evaluation aim to explore how to teach English listening class effectively in junior high schools under the National English Curriculum Standards.Key words: listening teaching, task-based language teaching, National English Curriculum Standard, lesson planning, self-evaluation人教版新目标初二英语上Unit 11 section A Could You Please Clean Your Room听说课例分析及反思段庆西南大学外国语学院，重庆 400715内 容 摘 要在我们个人的日常交流中，大约百分之九是依靠写，百分之十六依靠阅读，百分之三十依靠说，而剩下的百分之四十五则依靠听来实现，可见听说能力在日常交流中的重要性，然而长期以来，由于传统的教学更注重阅读和写作，相对忽略了学生听说能力的培养。因此，对大多数中学生而言，听力理解是其英语学习的最大挑战，因此关注学生听力技能的培养，提高他们的听力理解能力和用英语进行口头表达的能力是中学英语教学改革，提高教学效率的关键。本课例是在新课标理念的指导下，结合英语课程标准和学生的实际情况，以人民教育出版社初中八年级英语上册第十一单元的一堂听说课“Could You Please Clean You Room ”为例而进行设计的。主要采取任务型教学法，展示了从“说课”到“教案”到“课后反思”三个环节，初步探讨了在初中英语新课标下如何有效地进行听力教学。本课旨在通过该课例的设计及反思探讨初中英语听说课教学的有效模式。关键词：初中英语听力教学；任务型教学；英语课程标准；教学设计；教学反思iiDesign of a Lesson and Self-evaluation:Based on the Listening and Speaking Section of Unit 11 Section A “Could You Please Clean Your Room”, PEP edition, the new target English book1. IntroductionWith the development of globalization, English has been named as a global language, which means that English has become a universal language through which native and non-native speakers could communicate with each other. But the wide applications of English do not always seem to be beneficial, for example, for English teachers in China which is a non-native English speaking country. In this situation, it is a great challenge to teach and learn it well so that we should take responsibilities for the reformation of the English teaching according to the social and economic demands. The most important part of teaching English is the change of the teaching focal points, which have shifted from grammar and vocabulary to the comprehensive ability of language application and listening skills. Thus listening and speaking, as two of the most important aspects of language application, draw more teachers attention. At present, the importance of English listening and speaking teaching has been broadly accepted, but in reality, the effective teaching practice still needs to be further explored.This lesson design is mainly concerned with how to teach listening and speaking efficiently and effectively under the guidance of the National English Curriculum Standard. It deals with the listening and speaking section of Unit 11 “Could You Please Clean Your Room”, PEP edition, the new target English book, which mainly adopts Task-based Language Teaching and Communicative Language Teaching methods. It explores the listening and speaking lesson from the following aspects: understanding of the curriculum and the teaching materials, analysis of students, application of teaching and learning methods, the planning of teaching procedure and blackboard design, which are followed by a detailed lesson plan and self-evaluation. 2. Interpretation of the Lesson2.1 Analysis of the StudentsThe students are from Grade1, junior high school. Most of the students have been learning English for over 3 years, and they are willing to share information with others. Their learning motivation and efficiency will be greatly strengthened by participating in the classroom activities.2.1.1 Psychological PerspectivesThe psychological perspective refers to the students attitude towards listening and the change of the students emotion while listening. It is well known to all that the psychological perspectives have great influence on English learning, especially on listening because of its own characters, for example different people have different dialects, accents, even rhythms; listeners cannot follow and control the speed of the listening materials and it cannot be repeated and stopped; whats more the background music makes the voice hard to be heard.From all those unique characters, it makes listening difficult for the students, which lead to students dislike listening even dislike English. What makes it worse is the dislike in turn causes students panic and anxiety while listening. As a result, the listening comprehension is greatly hard for students to learn. Therefore most of them are afraid of listening for they usually cannot catch up with what they have heard. In such situation, the teacher must use easy and proper listening materials and make the students be well prepared for the listening tasks.2.1.2 Learning StylesAccording to the National English Curriculum Standard, students learning styles are required to be varied.Different students have different learning styles. Just like Lavery (2001) said: some people have an instinctive ear and like learning from hearing and listening, while, others prefer action such as making things with their hands, and walking about. And according to Reid (1998), there are eight different types of learners: visual learners, auditory learners, tactile learners, kinesthetic learners, group learners, individual learners, authority oriented learners and reflective learners. Different people range from different genders, ages, characters and backgrounds and they are varied from each other, which turns out to be a great challenge for both students and teachers. Most of the students are active and full of energy and curiosity. Considering their present conditions, they prefer learning by seeing and hearing. Almost all of the students are unwilling to learn English especially hate listening. The teaching methods are adjusted to meet most of the students requirements.2.1.3 Prior KnowledgeEnglish is the second language for the Chinese, it is hard for them to learn it well and use it to communicate fluently. So students prior knowledge has great influence on a second language acquisition and especially on the listening comprehension. Language knowledge and culture background are the two main aspects of prior knowledge. But language knowledge is the basic one.In term of the students are junior students, they have learned English for a 6 years, through which they have learned some basic expressions about describing people, reading skills and listening skills. The most important part of this lesson should be on the acquisition of students listening skills and listening confidence- building.2.2 Analysis of the Teaching MaterialThe material is from the Foreign Language Teaching and Go for it edition book 1.This lesson focuses on the listening part of Unit 11, topic 1, section A: Could you please clean your room? Teaching material refers to the teaching contents and teaching materials which are served for teaching and learning. Therefore the teaching material must meet both teachers and students. Westbury (1990) considered that the textbook is the support and supplement for learners. So what kind of teaching material can be regarded as Standard is a question. This lesson design deals with the listening and speaking section of Unit 11 “Could You Please Clean Your Room”, PEP edition, the new target English book. The teaching aim of this book is to cultivate students abilities of gaining and acquire information, analyzing and solving problem, thinking and expressing in English. The listening materials selected for this lesson design is about doing housework and making polite request, which is the main theme of this unit. The interest of the students will be cultivated for it provides a real-life conversion and easy listening material. And the material itself is suitable for my students levels, which will greatly improve my students listening skills. At the same time, as teachers we need to supplement or adapt textbooks so that they can meet our students needs better (Wu Yajun, 2013). 2.3 Analysis of the Teaching MethodsThere has been continual debate about what is the better way of teaching in the field of education, which still needs further exploration, but there is no best way of teaching but a most suitable way of teaching. Proper teaching methods depend on several factors, including principles of language acquisition, students learning styles and teachers teaching styles. Considering those factors, you will find out the teaching methods are varied. In recent times, there have been five teaching models which have had a strong influence on classroom practice. They are Grammar-translation, Audio-lingualism, PPP, Task-Based Learning, and communicative language teaching (Harmer, 2000). Based on the analysis of teaching material, the students and the teaching practice, the teaching planning is designed under the influence of several teaching methods, such as Task-Based Language Teaching, Communicative Language Teaching, and Presentation, Practice and Production (PPP).2.3.1 Task-based Language Teaching (TBLT)Task-based Language Teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance to combine form-focused teaching with communication-focused teaching. It has been proved to be an effective teaching method through enormous teaching practice. There must be a specific task and the language can be learned during finishing the task by using the language of real life. A task is a piece of work undertaken for oneself, freely or for some reward (Long, 1985:89). While Breen (1978:23) thought that Task is therefore assumed to refer to a range of workplans which have the overall purpose of facilitating language learning. Here the emphasis is on the task rather than the language. Students have to adjust their emotions and strategies while finishing the tasks by experience and cooperation thus they can gain a sense of success (Wang Chencheng & Dong Xiaobo, 2012). The tasks are classified into three types (as cited in Prabhu, Clark, & Pattison, 1987): Information-gap activity, Reasoning-gap activity, Opinion-gap activity.2.3.2 Communicative Language Teaching (CLT)Howatt (1984) proposed a weak and a strong version of Communicative Language Teaching. With the weak version learners first acquire language as a structural system and then learn how to use it in communication. The strong version of CLT claims that language is acquired through communication (Howatt, 1984:279). This means that learners discover the structural system in the process of learning how to communicate. In other words, the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication whereas the strong version regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication. CLT is also a kind of popular teaching methods whose goal is to develop students communicative competence which includes both language knowledge and the ability of language application in communicative situations. Although peoples understanding of communicative language teaching varies, the following three principles suggested by Richard and Rodgers (1986:72), have been generally agreed upon: communication principle, task principle and meaningfulness principle. According to the National English Curriculum Standard, the objective of English teaching focused on the development of students overall ability of language application. In CLT, reading is to extract meaning or information and the learning of grammar and vocabulary is to facilitate such a process. Meanwhile, the writing skill has been expanded to focus on its communicative goals as well. In a word, CLT has not replaced the previous approaches or methodologies. At the same time, CLT has two main strands, and the first is that language is not just bits of grammar, it involves language functions. People learn language not so that they “know” them, but so that they can communicate (Harmer, 2000). It is the teachers responsibility to make the students get involved in the class by creating real life communicative situations (Hu Degang, 2012).In this lesson planning, CLT is used to improve students communicative competence of making polite request in real communicative situations.2.4 Analysis of the Learning MethodsAccording to the National English Curriculum Standard, teachers should promote students overall development from five aspects: language knowledge, language skills, learning strategy, cultural awareness and affects, among which learning strategy has been defined as the particular approaches and techniques that learners use to try to learn a second language (Liu Runqing & Wen Xu, 2006). There is no doubt that the development of learning methods should be discussed.2.4.1 Autonomous LearningSin