Teaching Plan for Listening & Speaking, Module 6, Book 3
by Luo Jiafu
Haikou No.1 Middle School
Teaching objectives:
On finishing the lesson, the students will be able to
1) understand the gist of 5 dialogues and get detailed information (about time, place, number and so on) through listening (by making good use of the key words, finding the differences between the options, and being clear about the changes of the intonation of the speakers) .
2) use suitable strong adjectives (like enormous, fascinating, wonderful and so on) and attributive clauses to show their strong feelings appropriately in daily conversations.
Important points in teaching:
1) Understanding the gist of 5 dialogues through listening.
2) Getting detailed information (about time, place, number and so on) through listening.
Difficult point in teaching:
Using suitable strong adjectives (like enormous, fascinating, wonderful and so on) and attributive clauses to show their strong feelings appropriately in daily conversations.
Teaching methods:
Communicative Language Teaching, Task-based Teaching and Situational Teaching.
Teaching aids:
Multimedia, a blackboard and some handouts.
Teaching Procedure:
Step 1 Leading-in
1) Greet the Ss and welcome the teachers.
2) Introduce the lesson and the learning aims of the period.
3) Watch a video clip of the water-discharging of the Three Gorges Dam and brainstorm the strong adjectives among the Ss.
★ Purposes of design: a. To introduce the lesson to the Ss.
b. To make the Ss be clear about the learning aims.
c. To activate the strong adjectives that the Ss have known.
Step 2 Listening
First listening:
Listen to the four dialogues and match the dialogues with the four main ideas.
Matching:
Dialogue 1 A. They are talking about a film which was about a dam.
Dialogue 2 B. They are talking about an email.
Dialogue 3 C. They are looking for the Three Gorges Dam in the map.
Dialogue 4 D. They are talking about a boat trip.
★ Purpose of design: To improve the Ss’ listening skill of understanding the gist of the four dialogues by making good use of the key words.
Second listening:
Listen to the four dialogues one by one and get detailed information.
Dialogue 1
1. What is name of the book that is mentioned by the man?
A. Maps of China. B. Maps of the World. C. Maps of the Three Gorges Dam.
2. What does the woman think of the dam?
It is absolutely _______________.
Dialogue 2
1. Where is the dam?
A. In Italy. B. In Israel. C. In Egypt.
2. What was the man’s attitude to the film?
A. He disliked it. B. He enjoyed it. C. It is unclear.
(Talk about the Aswan High Dam and the Nile in Egypt through presenting a map.)
Dialogue 3
1. When did the woman visit the dam?
A. In December. B. In November. C. In September.
2. Where did the boat go?
A. Down the Yangtze River. B. Up the Yangtze River. C. Up and down the Yangtze River.
3. What did the woman think of the trip?
It was absolutely _________________.
Dialogue 4
1. Who is the man writing to?
A. Some people from Singapore. B. Some people from Vietnam.
C. Some people from Thailand. (Show a picture of the map of Vietnam.)
2. Who organized the visit?
A. The people themselves. B. The company. C. The government.
3. How many people were there in the group?
A. 25. B. 26. C. 35.
★ Purposes of design: a. To improve the Ss’ listening skill of getting detailed information (about time, place, number and so on) by finding the differences between the options, and being clear about the changes of the intonation of the speakers.
b. To draw the Ss’ attention to the strong adjectives in the situations provided.
Step 3 Reading aloud and making some explanations
Hand out the tape script to the Ss.
1) Let the Ss read dialogue 1 by following the tape and draw their attention to the changes of the intonation of the speakers.
2) Let the Ss practice dialogue 2 in pairs and pay attention to the intonation.
3) Make some explanations of “absolutely”.
4) Find the attributive clauses in the four dialogues.
★ Purposes of design: a. Help the Ss better understand the dialogues.
b. Draw the Ss’ attention to the changes of the intonation of the speakers.
c. Help the Ss better understand the strong adjectives.
d. Draw the Ss’ attention to the attributive clauses.
Step 4 Watching a video clip
First watching:
What are they talking about? Tick the answers.
□ The feelings after a basketball match.
□ Leaving the restaurant.
□ Going to a restaurant.
Second watching:
How does Tom feel after the match?
He feels _____________ and ____________.
★ Purposes of design: a. Improve the Ss’ listening skill of understanding the gist of the dialogue.
b. Improve the Ss’ listening skill of getting detailed information of the dialogue.
c. Show another example of using the strong adjectives and the attributive clauses.
Step 5 Making a dialogue
1) Let the Ss read the two situations by answering two questions.
2) The teacher gives an example by making a dialogue with one student.
3) Let the Ss work in pairs and make their own dialogues.
4) Invite some pairs to act their dialogues out.
★ Purposes of design: a. To encourage the Ss to use the strong adjectives in their daily conversations.
b. To encourage the Ss to use the attributive clauses in their daily conversations.
c. To improve the Ss’ speaking and listening skills.
Step 6 Summing up
★ Purpose of design: To help the Ss review what they have learnt in this period.
Step 7 Assigning homework
1) Polish your dialogue.
2) Finish exercise 2 and exercise 3 on page 58.
★ Purpose of design: To help the Ss apply they have learnt in this period to their daily life after class.
