人教版新目標(biāo)初二英語(yǔ)上Unit 11 Section A Could You Please Clean Your Room聽(tīng)說(shuō)課例分析及反思

1、本 科 畢 業(yè) 論 文人教版新目標(biāo)初二英語(yǔ)上Unit 11 Section A Could You Please Clean Your Room聽(tīng)說(shuō)課例分析及反思學(xué) 院 外國(guó)語(yǔ)學(xué)院專 業(yè) 英語(yǔ)教育年 級(jí) 2021級(jí)學(xué) 號(hào) 姓 名 指 導(dǎo) 教 師 成 績(jī)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 boo

2、k Duan Qing SupervisorLi RupingA Thesis Submitted inPartial Fulfillment of the Requirements for the Degree ofB. A. in EnglishCOLLEGE OF INTERNATIONAL STUDIESSOUTHWEST UNIVERSITYApril, 2021AcknowledgmentsAt the beginning of this paper, I would like to express my gratitude to a group of people who hav

3、e 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 a

4、ll 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 appreci

5、ation 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

6、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 m

7、embers for their continuous understanding and whole-hearted supports during the four-year studies.Content TOC o 1-3 h z u HYPERLINK l _Toc417488656 Abstract PAGEREF _Toc417488656 h i HYPERLINK l _Toc417488657 內(nèi) 容 摘 要 PAGEREF _Toc417488657 h ii HYPERLINK l _Toc417488658 1. Introduction PAGEREF _Toc41

8、7488658 h 1 HYPERLINK l _Toc417488659 2. Interpretation of the Lesson PAGEREF _Toc417488659 h 2 HYPERLINK l _Toc417488660 2.1 Analysis of the Students PAGEREF _Toc417488660 h 2 HYPERLINK l _Toc417488661 2.1.1 Psychological Perspectives PAGEREF _Toc417488661 h 2 HYPERLINK l _Toc417488662 2.1.2 Learni

9、ng Styles PAGEREF _Toc417488662 h 2 HYPERLINK l _Toc417488663 2.1.3 Prior Knowledge PAGEREF _Toc417488663 h 3 HYPERLINK l _Toc417488664 2.2 Analysis of the Teaching Material PAGEREF _Toc417488664 h 3 HYPERLINK l _Toc417488665 2.3 Analysis of the Teaching Methods PAGEREF _Toc417488665 h 4 HYPERLINK l

10、 _Toc417488666 2.3.1 Task-based Language Teaching (TBLT) PAGEREF _Toc417488666 h 4 HYPERLINK l _Toc417488667 2.3.2 Communicative Language Teaching (CLT) PAGEREF _Toc417488667 h 5 HYPERLINK l _Toc417488669 2.4 Analysis of the Learning Methods PAGEREF _Toc417488669 h 6 HYPERLINK l _Toc417488670 2.4.1

11、Autonomous Learning PAGEREF _Toc417488670 h 6 HYPERLINK l _Toc417488671 2.4.2 Cooperative Learning PAGEREF _Toc417488671 h 6 HYPERLINK l _Toc417488672 2.5 Analysis of the Teaching Objectives PAGEREF _Toc417488672 h 7 HYPERLINK l _Toc417488673 2.5.1 Language Knowledge PAGEREF _Toc417488673 h 7 HYPERL

12、INK l _Toc417488674 2.5.2 Language Skills PAGEREF _Toc417488674 h 8 HYPERLINK l _Toc417488675 2.5.3 Affect PAGEREF _Toc417488675 h 8 HYPERLINK l _Toc417488676 2.5.4 Learning Strategy PAGEREF _Toc417488676 h 9 HYPERLINK l _Toc417488677 2.5.5 Personal Objectives PAGEREF _Toc417488677 h 9 HYPERLINK l _

13、Toc417488678 2.6 Analysis of the Teaching Procedure and Time Allotment. PAGEREF _Toc417488678 h 10 HYPERLINK l _Toc417488679 2.6.1 Getting students ready for learning (2 minutes) PAGEREF _Toc417488679 h 10 HYPERLINK l _Toc417488680 2.6.2 Revision (2 minutes) PAGEREF _Toc417488680 h 10 HYPERLINK l _T

14、oc417488681 2.6.3Pre-listening (12 minutes) PAGEREF _Toc417488681 h 10 HYPERLINK l _Toc417488682 2.6.4 While-listening (12 minutes) PAGEREF _Toc417488682 h 10 HYPERLINK l _Toc417488683 2.6.5 Post- listening (10 minutes) PAGEREF _Toc417488683 h 11 HYPERLINK l _Toc417488684 2.6.6 Assignment (2 minutes

15、) PAGEREF _Toc417488684 h 11 HYPERLINK l _Toc417488685 2.7 Analysis of the Layout of the Blackboard PAGEREF _Toc417488685 h 11 HYPERLINK l _Toc417488686 3. The Detailed Lesson Planning PAGEREF _Toc417488686 h 12 HYPERLINK l _Toc417488687 3.1 Format of Lesson Planning PAGEREF _Toc417488687 h 12 HYPER

16、LINK l _Toc417488688 3.1.1 Background Information PAGEREF _Toc417488688 h 12 HYPERLINK l _Toc417488689 3.1.2 Contents PAGEREF _Toc417488689 h 12 HYPERLINK l _Toc417488690 3.1.3 Objectives PAGEREF _Toc417488690 h 13 HYPERLINK l _Toc417488691 3.1.4 Focal Points PAGEREF _Toc417488691 h 14 HYPERLINK l _

17、Toc417488692 3.1.5 Difficult Points PAGEREF _Toc417488692 h 14 HYPERLINK l _Toc417488693 3.1.6 Teaching Aids PAGEREF _Toc417488693 h 14 HYPERLINK l _Toc417488694 3.1.7 Teaching Methods PAGEREF _Toc417488694 h 14 HYPERLINK l _Toc417488695 3.2 Procedures and Time Allotment PAGEREF _Toc417488695 h 15 H

18、YPERLINK l _Toc417488696 3.2.1 Getting students ready for learning (3 minutes) PAGEREF _Toc417488696 h 15 HYPERLINK l _Toc417488697 3.2.2 Revision (2 minutes) PAGEREF _Toc417488697 h 15 HYPERLINK l _Toc417488698 3.2.3 Pre-listening (12 minutes) PAGEREF _Toc417488698 h 15 HYPERLINK l _Toc417488699 3.

19、2.4 While-listening (12 minutes) PAGEREF _Toc417488699 h 19 HYPERLINK l _Toc417488700 3.2.5 Post-listening (10 minutes) PAGEREF _Toc417488700 h 20 HYPERLINK l _Toc417488701 3.2.6 Assignments (2minutes) PAGEREF _Toc417488701 h 21 HYPERLINK l _Toc417488702 4. Self-evaluation PAGEREF _Toc417488702 h 22

20、 HYPERLINK l _Toc417488703 4.1 General Evaluation PAGEREF _Toc417488703 h 22 HYPERLINK l _Toc417488704 4.2 The Strong Points of the Lesson PAGEREF _Toc417488704 h 22 HYPERLINK l _Toc417488705 4.3 The Weak Points of the Lesson PAGEREF _Toc417488705 h 23 HYPERLINK l _Toc417488706 5. Conclusion PAGEREF

21、 _Toc417488706 h 23 HYPERLINK l _Toc417488707 References PAGEREF _Toc417488707 h 25 HYPERLINK l _Toc417488708 Appendix PAGEREF _Toc417488708 h 27 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, th

22、e 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 Engli

23、sh 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 Engli

24、sh 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 Cl

25、ean 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 te

26、aching) 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

27、English Curriculum Standard, lesson planning, self-evaluation人教版新目標(biāo)初二英語(yǔ)上Unit 11 section A Could You Please Clean Your Room聽(tīng)說(shuō)課例分析及反思段慶西南大學(xué)外國(guó)語(yǔ)學(xué)院，重慶 400715內(nèi) 容 摘 要在我們個(gè)人的日常交流中，大約百分之九是依靠寫，百分之十六依靠閱讀，百分之三十依靠說(shuō)，而剩下的百分之四十五那么依靠聽(tīng)來(lái)實(shí)現(xiàn)，可見(jiàn)聽(tīng)說(shuō)能力在日常交流中的重要性，然而長(zhǎng)期以來(lái)，由于傳統(tǒng)的教學(xué)更注重閱讀和寫作，相對(duì)忽略了學(xué)生聽(tīng)說(shuō)能力的培養(yǎng)。因此，對(duì)大多數(shù)中學(xué)生而言，聽(tīng)力理解是其英語(yǔ)學(xué)習(xí)的最

28、大挑戰(zhàn)，因此關(guān)注學(xué)生聽(tīng)力技能的培養(yǎng)，提高他們的聽(tīng)力理解能力和用英語(yǔ)進(jìn)行口頭表達(dá)的能力是中學(xué)英語(yǔ)教學(xué)改革，提高教學(xué)效率的關(guān)鍵。本課例是在新課標(biāo)理念的指導(dǎo)下，結(jié)合英語(yǔ)課程標(biāo)準(zhǔn)和學(xué)生的實(shí)際情況，以人民教育出版社初中八年級(jí)英語(yǔ)上冊(cè)第十一單元的一堂聽(tīng)說(shuō)課“Could You Please Clean You Room 為例而進(jìn)行設(shè)計(jì)的。主要采取任務(wù)型教學(xué)法，展示了從“說(shuō)課到“教案到“課后反思三個(gè)環(huán)節(jié)，初步探討了在初中英語(yǔ)新課標(biāo)下如何有效地進(jìn)行聽(tīng)力教學(xué)。本課旨在通過(guò)該課例的設(shè)計(jì)及反思探討初中英語(yǔ)聽(tīng)說(shuō)課教學(xué)的有效模式。關(guān)鍵詞：初中英語(yǔ)聽(tīng)力教學(xué)；任務(wù)型教學(xué)；英語(yǔ)課程標(biāo)準(zhǔn)；教學(xué)設(shè)計(jì)；教學(xué)反思Design of

29、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 bec

30、ome 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 gre

31、at 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 vocabu

32、lary 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, bu

33、t 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 sectio

34、n 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 te

35、aching 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, j

36、unior 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 psycholog

37、ical 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 differen

38、t 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

39、 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 f

40、or 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 a

41、re 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 (19

42、98), 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

43、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 lea

44、rn 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 influe

45、nce 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, thr

46、ough 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 f

47、rom 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 th

48、e 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

49、“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

50、 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 stu

51、dents 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, 2021). 2.3 Analysis of the Teaching MethodsThere has been continual debate about what is the better way of teaching in the field of education, whi

52、ch 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 fi

53、nd 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 o

54、f 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 (T

55、BLT)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 communi

56、cation-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 f

57、or 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 strate

58、gies while finishing the tasks by experience and cooperation thus they can gain a sense of success (Wang Chencheng & Dong Xiaobo, 2021). 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

59、.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

60、 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 ab