TeachingPlanDateJanuary23,2022NameLiYunjiUnitUnit1,Book1TitleListening&Speaking:makingaplanClass,GradeSchoolClass1,Grade1ShenzhenExperimentalSchoolGuangmingDepartmentTypeListeningandspeaking(40mins)Objectives:Bytheendofthelesson,thestudentswill…graspthefactualinformationaboutlisteningmaterial(relationshipbetweenthespeakers,andtheproblemsandsolutionsoftimemanagement.)throughmultiplechoiceandgap-fillingactivities.analysethelisteningtextstructurefrommacrolevel(introduction-challenge-solution)andmicrolevel(problems:Theoneproblemisthat...;Ifind;suggestions:Ishould,Howabout?Numberone/two;feedback:Whatdoyouthink/opinion?,It'sagoodidea;Greatidea;Niceidea!)performthelisteningdialoguethroughroleplaywiththeguidanceoftextstructure.shareviewsonthesignificanceandsuggestionsoftimemanagementbyfreediscussion.designalisteningdialoguebasedonthetextstructureandclassmates’challengesintimemanagement.learntomanagetimewellbyadoptingthesuggestionfromthelistening.Keypointsand/ordifficultpointsgraspthestructuralinformationofthelisteningmaterialbystructureanalysis;analysethestylisticfeaturesoflisteningmaterialfrommacroandmicrolevel;sharestudents’viewsonthesignificanceandwaystomanagetimewell.Methodology&StrategiesSixElementsIntegratedEnglishLearningActivityApproach,CooperativeLearningandInquiryLearningAidsand/orMaterialsPPT,Pictures,Chalk，ListeningRecordDiscourseAnalysis主題語(yǔ)境(Theme)：人與自我——學(xué)校生活、積極的生活態(tài)度語(yǔ)篇類型(Genre)：對(duì)話文本分析(Discourseanalysis)：[What]聽(tīng)力文本主要講述了兩位對(duì)話者M(jìn)aisie和Bruno關(guān)于高中時(shí)間不夠用的問(wèn)題，同時(shí)提出了各自關(guān)于時(shí)間管理的意見(jiàn)。[How]聽(tīng)力文本是一則對(duì)話，語(yǔ)篇模式為“A提出問(wèn)題-B提出問(wèn)題-A給出建議-A尋求反饋-B提供反饋-B給出建議”。其中，提出問(wèn)題用到了“Theoneproblemisthat...”和“Ifind...”等句型；給出建議用到了“Ishould...”,“Howabout...?”“Numberone/two”等句型；尋求反饋用到了“Whatdoyouthink?”和“What’syouropinion?”等句型；提供反饋用到了“Its’agoodidea.”,“Greatidea”和“Niceidea！”等句型。語(yǔ)輪銜接簡(jiǎn)潔易懂，結(jié)構(gòu)清晰明了。[Why]聽(tīng)力文本旨在引導(dǎo)學(xué)生合理進(jìn)行時(shí)間管理，制定有關(guān)學(xué)習(xí)計(jì)劃,養(yǎng)成良好的自我管理的能力。AnalysisofStudents【已知】本次授課為深圳市高中所有學(xué)生。與其他地區(qū)相比，深圳學(xué)生的英語(yǔ)語(yǔ)言能力整體偏高，表達(dá)欲較強(qiáng)，具備較好的聽(tīng)說(shuō)讀寫能力。課前，學(xué)生已經(jīng)學(xué)習(xí)了“Startingout”和“Understandingideas”的全部?jī)?nèi)容以及“Usinglanguage”部分內(nèi)容，掌握了描述經(jīng)歷和感受的主題詞匯，七大基本句子結(jié)構(gòu)和學(xué)校俱樂(lè)部的相關(guān)內(nèi)容。這些背景信息有利于為“時(shí)間管理”為主題的聽(tīng)說(shuō)教學(xué)鋪墊充足的背景信息?！鞠胫慷嗖实β档母咧猩钐魬?zhàn)學(xué)生的時(shí)間管理，學(xué)生急于了解和學(xué)習(xí)如何科學(xué)規(guī)劃時(shí)間，平衡學(xué)習(xí)和課外活動(dòng)，提高學(xué)習(xí)生活質(zhì)量?！拘柚繉W(xué)生講通過(guò)聽(tīng)力活動(dòng)理解聽(tīng)力文本中關(guān)于時(shí)間管理的挑戰(zhàn)（challenges）和解決辦法（solutions）。在此基礎(chǔ)上，分析聽(tīng)力文本的結(jié)構(gòu)，學(xué)習(xí)“引出主題-提出問(wèn)題-給出解決辦法-尋求反饋-給予反饋”的結(jié)構(gòu)；同時(shí)，學(xué)生基于所學(xué)的結(jié)構(gòu)化知識(shí)，基于自我時(shí)間管理的難題，設(shè)計(jì)一個(gè)聽(tīng)力活動(dòng)，提高學(xué)生學(xué)以致用的能力。BlackboardDesignProcedures教學(xué)環(huán)節(jié)Steps活動(dòng)形式與步驟Activities活動(dòng)意圖Activitygoals活動(dòng)層次ActivityLevel學(xué)習(xí)效果評(píng)價(jià)Assessment1WatchandtalkStudentswatchthevideoclipandanswerthefollowingquestions:Whatisthevideoclipabout?Doyouhavepuzzlesinbalancingstudyandafter-classactivities?Howdoyoukeepabalancebetweenstudyandafter-classactivities?Toactivatestudents’backgroundinformationoftheirpuzzlesanssolutionsatseniorhigh.PerceivingandnoticingEverystudentcanengageinbrainstormingactivitytosharetheirpuzzlesandsolutionsoftimemanagementsatseniorhigh.2ListenforthegistStudentslistentherecordforthefirsttimetofinishthemultiplechoiceandanswerthefollowingquestions:Whoarethespeakers?Whatisthepossiblerelationshipbetweenthetwospeakers?Topracticestudents’abilityingettingthegistofthelisteningmaterial.RetrievingandsummarizingAlmosteachstudentcanchoosethecorrectanswerofthemultiplechoiceandinfertherelationshipofthetwospeakers.3ListenforthedetailsStudentslistentherecordforthesecondtimetotakesomenotes.Teacherremindsthemtomakenotesofkeyinformationsuchasname,numbers,factsandinstructions.Studentslistentherecordforthethirdtimetocompletetheplanbelow.Todevelopstudents’strategyofmakingnotesandcatchthedetailedinformationofthelisteningmaterial.GeneralizingandsynthesizingEverystudentproactivelylearntomakenotesandmostofthestudentscangetthecorrectanswersbyfillinginblanks.4ReadandanalyseStudentsreadthelisteningscriptsandteacherguidesstudentstoanalysethestructureofthepassagebyansweringthefollowingquestions:Whatarethefunctionofthefirstsentence?WhatistheBruno’sproblem?WhatistheMaisie’sproblem?HowdidBruno’ssolvetheproblem?HowdidMaisiesolvetheproblem?Howdidtheygivefeedbacktoeachother?Topracticestudents’abilityinanalyzingthetextstructureandgeneratethetextstructure.Reasoningandarguing90%ofthestudentscanunderstandthestructureofthetextbyansweringthequestions.5ListenforappreciationStudentslistentherecordfortheforthtimetoappreciatehowthetextstructurehasbeenusedtoconveytheproblemsandsolutionsoftimemanagement.Tomotivatestudentstoappreciatehowthetextstructureconveysthemaininformationofthelistening.CriticizingandevaluatingAlmosteverystudentcancarefullylistenthetapeagaintoappreciatehowthetextstructureconveythethematicmeaningoftimemanagement.6RoleplayBasedonthetextstructureandkeyinformation,studentsworkinpairsandactasBrunoandMaisietohaveadialogueontheplatform.Teacherremindsthestudentstopayattentiontotheirintonation,stressandemotions.Topracticestudents’abilityindescribingandinterpretingthetext.DescribingandinterpretingAlmosteverygroupof4canperformtheroleplaywiththehelpofwhattheyhavelearnedinthepassage.7ThinkanddiscussBasedonwhatwehavelearnedinthislistening,thinkofthefollowingquestions:Whatisyourunderstandingoftimemanagement?Howdoyoustrikeabalancebetweenstudyandafter-classactivities?Tomotivatestudentstosharetheirviewsonthenecessityandsignificanceoftimemanagement.Internalizingandutilizing90%ofthestudentsparticipateinthediscussionandsharetheirviewsonthethenecessityandsignificanceoftimemanagement.8DesignandshareAccordingtotheclassmates’top3puzzlesintimemanagementandonthebasisofthetextstructure,designadialoguetogivesometipsontimemanagement.Topracticestudents’abilityinanalyzingthestylisticfeaturesofthepassage.ImaginingandcreatingWithteacher’sguidance,mostofthestudentsappreciatethestylisticfeaturesofthepassage.Home-work[IndividualWork]Youneedtochooseoneofthethreeoptionalprojectsandworkingroupstoconductaprojectlearning.[OptionalOne]Videotapeamin-speech:accordingtowhatyouhavelearned,pleasevideotapeamini-lectureonyourpuzzlesoftimemanagementandputforwardyoursuggestionstokeepabalancebet