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Period4
ListeningandSpeaking
Environmentalproblemstobesolved
Discourseanalysis
[What]
Thelisteningmaterialtalksaboutsmog,whilethespeakingpartdealswithwasteclassification,guidingstudentstopaymoreattentiontotheenvironmentalproblemssurroundingus.
[Why]
Throughpracticinglanguageskillsintheauthenticcontext,studentsareabletodeepentheirunderstandingofprotectingenvironment,andimprovetheirpragmaticpetence.
[How]
Thetwodifferentkindsofformsoflanguageinputandoutput,listeningandspeaking,showusthemeaningofenvironmentalprotectioninalogicway.
Analysisofstudents
Aftertheformerthreeperiods,studentsarequitefamiliarwiththetopicofthisunit.Theyhavealreadymasteredtheabilityofgettingthemainideaandthedetailinformationfromlistening.However,studentsarealsosupposedtoextractthefunctionalsentences,andusetheminspokenEnglish,explorethethemeofthispassage,andmakerightjudgement,whichhavehigherrequirementsforstudents.Therefore,variouslisteningandspeakingstrategiesareneededtodeepenstudents’understandingandstimulatingtheirthinking.
Teachingobjectives
Bytheendoftheperiod,thestudentswillbeableto…
getthemainideaandthedetailinformation,andfigureouttherelevantsentencepatternsaboutinterruptingthelecturerpolitely.
summarizetheappropriateexpressionsabouthowtointerruptandcorrectotherspolitely,andexplaintheirpragmaticfunctionincertaincontext.
makeupaconversationaboutanotherenvironmentalproblemwiththetargetwordsandexpressions
Keyand/ordifficultpoints
summarizetheappropriateexpressionsabouthowtointerruptandcorrectotherspolitely,andexplaintheirpragmaticfunctionincertaincontext.
makeupaconversationaboutanotherenvironmentalproblemwiththetargetwordsandexpressions.
Teachingprocedures
Teacher’sactivities
Students’activities
Designintention
Step1
Leadin
Activity1
LookatthepicturesofthelandmarksofShenzhenandthesmog.Thenanswerthefollowingquestions.
Q1:Whatenvironmentalproblemisit?
Q2:Whyistherethisprobleminsomecertaincities?
Q3:Howdoesgovernmentsolvethisproblem?Andwhatshouldwedo?
Ssobservethepicturesandanswerthefollowingquestions.
Tocreatethesituation,activatestudents’interest,andleadinthetopic.
Step2
Howmuchdoyouknowaboutsmog?
Activity2
Readtheshorttextandhaveabasicunderstandingofthetermsmog.
Ssreadtheshorttexttogether.
Toguidesstolearnmoreharmofsmog.
Step3
Knowmoreaboutthesmog
Activity3
Listentotheconversation.Choosethetopicsandpletetheslides.
Sslistencarefullyandfinishthetwoexercises.
Toguidestudentstofinishthelisteningactivitiesandaccumulatesentencepatternsforthefollowingspeakingpart.
Step4
Generalizethestepsofmakingadeepconversation
Activity4
GeneralizethestepsofmakingadeepconversationbasedonthestructureofthelecturetohelpSsmakeamoreorganizedconversation.
Activity5
Generalizethepragmaticfunctionofexpressionsandclassifythemintotwogroups:politeinterruptionandsincerecorrection.
Ssfigureouthowtomakeadeepconversation.
Ssthinkaboutthepragmaticfunctionandmoreexpressionsofpoliteinterruptionandsincerecorrection.
Toguidestudentstosummarizeandintegratethetwogroupsofexpressions.
Step5
Actoutyourconversation
Activity6
Tguidessstomakeupaconversationwiththetargetexpressions.
StudentA
TellstudentBaboutrecyclingusingtheinformationbelow.
BepreparedtobecorrectedbyStudentB.
StudentB
ListentoStudentAtalkingaboutrecycling.Interruptpolitelytocorrecthim/herusingthefollowinginformation.
Tomakestudentsapplywhattheyhavelearnedimmediately.
Toguidestudentstohaveadeeperunderstandingofenvironmentalprotection.
Homework
Workinpairs.Talkaboutanotherenvironmentalproblemandhaveasimilarconversation.
Writingontheblackboard
Usefulexpressions:
Pleasefeelfreetostopmeifyouhaveanyque
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