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1、Lesson Report,Module 1 Unit 2 English around the world,Lesson report,1,2,3,4,5,Analysis of learners needs,Analysis of teaching materials,Analysis of teaching objectives,Analysis of teaching methodology,Analysis of teaching procedures,6,Analysis of teaching focus,Analysis of learners needs,I,Cognitiv
2、e structure,Linguistic proficiency,Affective state,first-year students of senior high school in Yulin,Analysis of teaching materials,II,Cultural knowledge,Linguistic items,Listening strategies,Listening text: English aruound the world,III,Linguistic objectives,Cultural objectives,Emotional objective
3、s,Analysis of teaching objectives,Language knowledge & Language skills,Cultural awareness,Emotional attitude,Linguistic objectives: By the end of this class, the students will be able to: 1) Retell the text and describe their own English learning experiences. 2) Know how to get detailed information
4、by taking notes.,Cultural objectives: By the end of this class, the students will be able toget a better understanding about the development of modern English and its influence.,III,Analysis of teaching objectives,Emotional objectives: By the end of this class, the students will be able tohave a bet
5、ter understanding of how the development of a language is influenced .,III,Analysis of teaching objectives,Analysis of teaching focus,IV,Teaching focus,Key point: using different listening skills to do different listening tasks.,Difficult point: how to retell a listening text by taking notes as cues
6、.,Analysis of teaching focus,IV,Ways out,1) Ask the students to do the listening comprehension questions on the worksheet to have a general idea . 2) Provide the students with some cues for their reference to retell the text and describe their own English learning experiences by setting up scaffoldi
7、ngs. Then provide them with support by giving a written summary to imitate in their own writing.,Analysis of teaching methodology,IV.,V,Teaching philosophy,Specific teaching methods,Top-down method in listening,Communicative approach in speaking activities,V,Analysis of teaching methodology,Stage 3:
8、 Production,Stage 2: Top-down listening,7 minutes,20 minutes,Stage 1: Lead-in,VI,Analysis of teaching procedures,13 minutes,Step 1: Warming up activity,Step 2: Brainstorming activity,Stage 1: Lead-in,VI,Analysis of teaching procedures,The design of the stage is based on the constructivist theory. Th
9、e theory believes that learning is a process where the learners construct meaning based on their own experience and what they have already known. Therefore I try to engage in the students personal experiences by activating their schemata.,Step 3: First listening for the gist,Stage 2: Top-down listen
10、ing,Step 4: Second listening for the details,Step 5: Third listening for gap filling,Step 6: Fourth listening for retelling,VI,Analysis of teaching procedures,Analysis of teaching procedures,VI,Reasons for Stage Two,Socio-constructivist theory believes that learning is best achieved through teachers
11、 scaffolding and students peer support. For this reason, I ask the students to listen to the text for 4 times with the listening activities more and more difficult. In this way, I set up scaffolding for the students by carrying out a series of closely connected and difficulty-increased activities. T
12、hen the students can extend their skills and knowledge to the fullest potential. In this process, teachers role can be enacted vividly.,Step 7: Follow-and-write activity,Step 8: Oral presentation activity,Stage 3: Production,VI,Analysis of teaching procedures,this is the last stage to detect the acc
13、omplishments of the teaching objectives and the effectiveness of this class. Therefore, productive skills such as writing and speaking should be concerned. That is why I design follow-and-write activity and oral presentation activity . In addition, the communicative approach believes students can be
14、 motivated by authentic writing tasks that have some communicative elements and the topic is familiar, meaningful, and relevant to the students life and interests. Therefore, I choose the topic “My experiences of learning English.”,Scaffolding in listening,Brainstorming prediction,Balance between use and usage,Weak in developing critical thinking,Integration of listening, writing and speaking,Not sufficient in grammar learning,Self-reflection,THANK YOU,
