unit6making journeys教案论文定稿.doc

unit6making journeys教案论文定稿 在听、说、读、写这四项技能中，听力和口语是英语学习者最难掌握的两项技能。 很多学者都指出在日常交流总时间中，这四项技能各自所占比例分别为写作占9%，阅读占16%，口语占30%，听力占45%。 毫无疑问，口语和听力在英语教学中应该被给予更多的关注。 本文选取了重大版高中英语第二册的第六单元“Making Journeys”的听说单元进行设计，来探讨如何从说课、教案和自我反思这三个方面更好的教好听说课这一类型。 考虑到英语课标标准以及学生的具体情况，本课例旨在激发学生兴趣，培养学生对听力和口语的自信，帮助学生养成良好的学习习惯，建立有效的学习策略，促进自主学习和学习合作精神。 关键词听说教学；教学设计；英语课程标准1.Introduction With the developmentof the society,English plays a moreand moreimportant rolein the world.Nevertheless,there aremany problemsto solvein Englishteaching inChina.English is not themother languageof Chinese,which isthe majorreason whyChinese studentsfind itdifficult tolearn Englishwell.Studentspoor listening skill isoften neglectedinlanguage teaching due to lack ofteaching materials,both withprint materialand audioor videoand lackof real-life situationswhere languagelearners need to understandspoken English.So,before planningthis lesson,we need to considersome characteristicsof listeningin real life,which concludesspontaneity,context,visual clues,listeners responseand speakers adjustment(Ur,1996:106-107).There arealways problemsabout aent,grammar andsentence structures.As for speaking teaching,teachers should be awareof somegeneral principles:balancing auracy-based withfluency-based practices,building upconfidence,maximizing meaningfulinteractions,helping studentsdevelop speakingstrategies andmaking thebest use of classroomlearning environmentto providesufficient languageinput andpractice forthe students.Students learnEnglish inorder touse itin munication and understandingin daily life,so it requires theirability of speaking andlistening.The firstpart of the paperis aninterpretation ofa lesson plan,consisting ofmeticulous analysisof theteaching students,teaching materials,teaching methods,students learning strategies,teaching procedureand blackboarddesign.The secondpart of thispaperincludes aformula ofteaching plan,which isthe outlineand blueprintofthe listening andspeaking lesson.Then esthe lastpart ofthe paper,which isself-evaluation.Teachers can learn a lot fromstudentsreaction and know whichpart should be adjustedand whichone is going suessfully.The lastpart isconclusion.2.Interpretation ofa Lesson2.1Analysis ofstudents2.1.1Background ofstudents Thestudents arefrom Class8,Grade1of seniorhigh withmedium level,Chongqing QingHua MiddleSchool.Through thestudy ofsenior Englishfor overaterm,students areused tolearning Englishby reading andwriting,but notlistening norspeaking,thus they are notwell capableof municatingwith othersin Englishfluently.Even thosetop students may say a sentencewith wrongpronunciation and a littleaent.Their learningstrategy isfully focusedon grammarand vocabulary.Therefore,the tasksshould bedesigned possibleand moderatelydifficult.2.1.2Learning stylesofstudentsWith thedeepening ofthe NationalEnglish CurriculumStandard,studentslearning stylesare requiredto bevaried.Different learningstylesofstudents will be influencedby genders,families,ages,characters oreducational background.Aording toReid (1998),there areeight differenttypes oflearners:visual learners,auditory learners,tactile learners,kiic learners,group learners,individual learners,authority orientedlearners andreflective learners.The needsfor differenttypes oflearners maydiffer.As formy students,there aremany differenttypes oflearners inClass8,but they have ohing inmon which is theyprefer learningEnglish throughinteresting activities.Students willpay much moreattentionwhen there is musicor picturesinvolved in English classes.They careabout what isgoingon inthesocietyand know what ishot,so teachermay collectsome informationso thathe orshe canturn aserious Englishclass intoa practical,useful and interesting one.2.1.3Psychological perspectiveAs knowntoallthat psychologicalfactors havegreat influenceon studyin English.Students may be afraid of speakingEnglish dueto theiraents orpronunciation,and oncethey stop,the fearin theirinner mindwill increasein learning.On theother side,the speedof listeningmaterials willnot bechanged or adjusted for students;students usuallywill failto catchup what the materialssaid.The resultwill be,the morethey miss,the morethey hatelisteningand the lessthey speak,the lessthey will be interested.To solve the problem,thelisteningmaterials shouldbe chosencarefully and the teacher should repeatedlyencourage students to speakloudly andteaches somelistening skillsto them.2.1.4Studentsprior knowledgeStudents fromClass8are selectedto betop students,so theirreading abilityandvocabulary quantityare able to pleteactivities.However,this lessontype isspeaking&listening,which containsa lotofspeakingpractice.Students mayknow how to spellwords orsayaplete sentence,but theymaybe afraidofmaking mistakesorspeakingin front ofthe whole class.They arenot lackof petence,but confidence.Therefore,this lesson plan containsmuchmorespeaking andlistening thangrammar orvocabulary knowledge.2.2Analysis ofteachingmaterialsWestbury (1990),one oftheworlds foremostcurriculum scholars,summarizes theimportance oftextbooks asfollows:In allmodern schoolsystems the textbook haslong servednot onlyto supportinstruction butto symbolizethat instruction,in otherwords,the textbookdefines thecurriculum.It isimportant forteachers todevelop anawareness as well as ability toevaluate textbooksavailable to them orchosen forthem.Only throughthe processof evaluatingtextbooks,can teachersmaximize thestrength ofmaterials andsupplement themaording to the needsof their own students.2.2.1Analysis ofthetextbookThis lessonis selectedfrom thespeakingandlistening sectionofUnit6,Senior EnglishBook forStudents,Book2,by ChongqingUniversity Press.The teachingaim ofthis book,which is adopted to theNationalEnglishCurriculumStandard,aording toCheng Xiaotang (xx),is to enable students to masterEnglishlanguageknowledge and skills inlistening,speaking,readingandwriting so that theyform sufficientpetence inusing the language;cultivatestudentsabilities toobserve,to memorize,to think,to imagineand to create;increase theirawareness ofthe culturaldifferences betweenthe Eastand theWest.As forthe structureofthisbook,it containsthree partswith differenttitles,which arelearning to know,learning to be andlearning tolive.Each partincludes twodifferent topicsand onechallenge topialled challengingyourself.In addition,each topicincludes reading,listening,grammar,writing,vocabulary andearningstrategies.2.2.2Analysis ofthe unitUnit6is inlearning tolive,and thelearning strategiesfor students are enlargingvocabulary throughposition andconversion,using aword mapto collectinformation about a newword orphrase andusing learnedvocabulary towrite sentencesbased onpictures.This topicis inextricablylinked withstudentsreal life,moreover,the topicis veryinteresting.Students havea lotto share their experience about travelingwith others.2.2.3Analysis ofthe sectionThis is a speaking&listeningsection.The listeningmaterial is about checkingin ata hotel,which is related withboth studentsdailylifeand the theme ofthe unit,so students will beinterested in it.In addition,the materialis suitablefor students.At thesame time,as teacherswe needto supplementor adapttextbooks so that they can meetour studentsneeds better.There arefew easyparts inthis unit,and Ido notchoose themfor this lesson consideringstudentsability.2.3Analysis ofteaching methodsThe ultimategoal of foreign language teaching is toenablestudents touse theforeign languagein workor lifewhen necessary.However,there aremany differencesbetween languageused inreallifeand languagetaught inthe classroomunder traditionalteaching pedagogy.One possiblesolution tobridge thegap betweenthem isthe adoptionof municativelanguage teaching,which,in recentyears,bee san attractiveterm tocover avariety ofdevelopment insyllabus designandinthe methodologyofforeignlanguageteaching.Moreover,other solutionsinclude task-based languageteaching andaudio-visual teachingmethod.2.3.1Communicative LanguageTeaching(CLT)The goalof CLTistodevelop studentsmunicative petence,which includesboth theknowledge about the languageand theknowledge abouthow touse thelanguage appropriatelyin municativesituations.Aording toHedge,there arefive mainponents ofmunicative petence,which arelinguistic petence,which isconcerned withknowledge ofthelanguageitself,its formand meaning(Hedge,2000:46);pragmatic petence,which istoknowwhen to speak,when not,what to talk aboutwith whom,when,where andin whatmanner(1972:277;cf.Hedge,2000:50);discourse petence,which refers to ones abilitytocreatecoherent writtentext orconversation andthe abilityto understandthem(Canale andSwain,1980);strategic petence,which refersto strategiesone employswhenthere ismunication breakdownduetolackofresources;and fluency,which meansonesabilityto linkunit ofspeech togetherwith facilityand withoutstrain orinappropriate slownessor unduehesitation(Hedge,2000:54).Listening andspeaking skillsneedto be redefinedin termsofthereal municativeuse,that isstudents shouldhave the chance tolisten toand producewhat ismeaningful,authentic,unpredictable,and creativeif possible.Moreover,listeningskillhas receivedspecial attentionin CLT,possibly becauseit previouslyhas beenneglected asa skillin itsown right.In thislesson plan,the authordesigns differenttasks.The firsttask is asking studentsabout theirtraveling experiences.Students needto talk with each other inEnglish.This task is designedfor improvingstudentsmunication skills.The secondtask isasking studentsto thinkabout reasonsof lovingtraveling.The thirdtask isthe gamenamed“Describe andGuess”.This task requires students describe placesfluently andaurately,in addition,itrequireslisteners tolisten carefullyand understandcorrectly.2.3.2Task-based LanguageTeaching(TBLT)Task-based LanguageTeaching iswidely promotedinEnglishlanguageteachingnowadays.But thedefinition ofa task can bedifferent,aording toLong(1985:89),a taskisapiece of work undertakenfor oneselfor forothers,freely or for somereward,but aordingto Breen(1987:23),a taskisthereforeassumed torefer toa rangeofworkplans whichhave theoverall purposeof facilitatinglanguage learning.Nevertheless,they allagreed with the ponentsofatask,which area purpose,a context,a processandaproduct.When studentsare carryingoutatask,theyarefocusing onthe pleteact ofmunication.They havea goalto finishsothat they willput moreattention onthe activitiesthe teacherplans,and thiscan avoidthe situationthat studentsdo notknowwhatto door whatto saywith each other.A taskseems likea missionorapetition tothem,students wantto winthe firstplace ifthe teacherencourages them to doso andset atantalizing awardfor thosewho dowell.In order to designa goodtask,teachers shouldaddress foursets ofquestions:-whatisthe objectiveofthe task?-What isthe contentofthe task?-How isthe tasktobecarried out?-In whatsituation isthe tasktobecarried out?Withtheanswers tothe abovequestions inmind,teachers shouldknow fivebasic stepswhen designingtasks,which arethinking aboutstudentsneeds,interests,and abilities;brainstorming possibletasks;evaluating thelist;choosing thelanguage itemsand preparingmaterials.One goodtaskcan improve the whole class.In thislessonplan,the authordesigns differenttasks.The firsttaskisasking studentstounderstandthetheme sentence.The secondtaskrequires students matchthe placeswith their locations,and theyneedtosay it with thephrase“be locatedin”.Students canuse whatthey just learned tosolvetheproblems inthis task,so they will beconfident andsatisfied.2.3.3Audio-visual TeachingMethod Aordingto New EnglishCurriculum,teachers shouldtake fulladvantage ofmodern devicesto makeclass moreactive andeffective.Withthedevelopmentofour society,technology haschanged ourlife,aswellas classrooms.As HeXuegeng (xx)mentions,studentsinterest will be greatlymotivated.Nowadays thereisnotonly colorfulchalk inthe classroom,but alsotape players,puters andprojection instruments.One ofthe differencesbetween traditionalclasses andmodern oneslies onthe moderndevices.Tape playercan beused toplay radio,and putercan providestudents withmany interestingvideos.Teachers useputer to do the lessonplan,and itis easyto prepare and save.Students maybarely havethechancetotalkto foreignersthemselves insome schoolsin suburbs,but they can seehow foreignerstalkwith each otherthrough putersor videos.So technicaldevices havegreat influenceon teaching.In thislessonplan,theauthorplaysa song relatedtothetopic and then presentssome picturesof places of interestto studentsto attracttheir attentionand interest.The placesare allvery famouswhich students will feelfamiliar whenthey seethem,and thosepictures areclear andbeautiful.2.4Analysis oflearning methods2.4.1Cooperative LearningCooperative learning is aneducational approach,which aimsto organizeclassroom activitiesinto academicand sociallearning experiences,and ithas beendescribed asstructuring positiveinterdependence(Slavin,R.E.&Kagan,S.1990).Unlike individuallearning,which canbe petitivein nature,students learningcooperatively cancapitalize onone anothers resourcesandskills(asking oneanother forinformation,evaluating oneanothers ideas,monitoring oneanothers work,etc.)(Chiu,M.M.2000,xx).Ross andSmyth (1995)describe suessfulcooperative learningtasks asintellectually demanding,creative,open-ended,and involvehigher orderthinking tasks.When studentscooperate witheachother,they benefitalotthrough thoseactivities aordingto Brown&Ciuffetelli Parker (xx)and Siltala (xx).Group memberspromote eachothers suessby explainingto oneanother whattheyhaveor arelearning andassist oneanother withunderstand andpletionofassignments.In addition,students canlearn socialskills thatinclude leadership,decision-making,trust-building,friendship-development,municationandconflict-management skillsthrough suessfulcooperative learning.In addition,teachers shouldbe awareof individualresponsibilityandaountability.Teachers mustmake surestudents knowexactly whattheir responsibilitiesareandthat theyare aountabletothe group inordertoreach theirgoal and every membershouldbeinvolved inorder forthegroupto pletethetask.2.4.2Autonomous LearningThe focusofaclass isnever onthe teacher,but thestudents,especially inEnglish classes.Teachers teachthe skillsfor fortyor maybeforty-five minutes,andtherest oflearning shouldbe pletedby students.Therefore,the ability of autonomous learningisvery important.In thefuture,illiteracy isnot aterm thatreferstothosewho cannot read,but thosewhocannotlearn.Autonomous learningrequiresstudentsto seta goal,monitor themselvesand conquerdifficulties ontheirown.However,autonomouslearningneeds teachersguidance tohelp studentsdevelop a good habit.Therefore,teachers shouldmake aplan andfollow itsystematically.Once studentsacquire autonomouslearning,theywillgain greaterefficiency andlearnmore easily.2.5Analysis ofteaching proceduresandtimeallotment ConsideringNewEnglishCurriculum,teaching methods,learning methodsand studentsability,thelessonplan is divided into5stages:lead in,pre-speaking,while-speaking,post-speakingandassignment.The teacherfollows PWPmodel.In thelead-in part,first the teacher willgreet thestudents and say somethingabout theweather.Then play asongnamed TravelingLight which isrelatedtothetopic,and students willbeinterested in it sothatthe teacher canlead them tothetheme ofthe unit.The teachermakes fulluseofAudio-Visual TeachingMethod tomake theclass active,andthelyric ofthe songshouldbe presented inthe PPTfor students.This part will take4minutes.In thepre-speaking part,the teacherleads studentsto lookatthetheme sentence,“The worldisabook,and thosewho donot travelread onlyone page”,and helpthem understandthis sentencesothat theycanget toknow moreabout travelingand journeys.Traveling isnot justfor fun,thereissomething meaningfulinit.In this part teacherisaguide andhe/she willinvite one student totalk abouthis/her understandingaboutthethemesentence.This partwill take3minutes.Next esthe while-speaking part,and there are threesteps inthispart.While-speaking isthe bodypart ofthewholelesson,students willfollow teachers guidanceand dosome activities,both individualandcooperative.The teachermainly usesTask-based LanguageTeachingMethodand CommunicativeApproach TeachingMethod tocreate speechsituations.At stepone,there aresome picturesof places of interestforstudentsto recognize,and students can guesswhere itis.Then the teacher willgive theright answer,andsaythe word“scenery”(n.),“splendid”(adj.),“be locatedin”(phrase)to describethe placerepeatedly.The firstplace isJiuzhaigou NationalPark,the secondone isYun Nan,the nextone isPotala Palace,and teachershould payattention thatstudentsmayrecognize itas Budala,whichisa wrongword.Those placesshouldbeeasier torecognize thanthe lastone.Therefore,the fourthplace isnot inChina,whichisTahiti,the nearestplace toheaven.After introducingthe place,theteachercan letstudentsdescribeit themselveswith phrasesand wordsthey justlearned fromthe lastthreepictures.In thisstep,teacher willwrite newswords andphrases onthe blackboard,and itwill take8minutes.After stepone,students already known somephrases to describe abeautiful place,thus theywillbe abletodo activitiesin step two.At steptwo,students haveone minuteto finishthetaskin theirtextbook.The exerciseis aboutlink the placesof interest withtheirlocations.After studentsfinish it,theteacher will saythe place,andthewhole classwill saythe locationswiththephrase“is locatedin”to pletethe sentence.Those placesinclude TheFuji Mountain,The Pyramids,Niagara Falls,The ThreeGorges,Sydney OperaHouse andThe LeaningTower ofPisa.After repeatingsix times,students shouldbe familiarandknow how touse thephrase.Using thephrase correctlyafter theyjustlearnedthem,studentswillbe moreconfident tospeak theirmind.Therefore,the nextstep willgive studentschances tospeak English loud in frontofthewholeclass confidently.Step twowill take4minutes.At stepthree,students havealreadyknownhowto describe beautifulscenery withwords andphrase,and theyare relaxedand confident.This is