《文满泉说课的文本稿.doc》由会员分享，可在线阅读，更多相关《文满泉说课的文本稿.doc（5页珍藏版）》请在三一文库上搜索。
1、1. Good afternoon, ladies and gentlemen. Im Wen Manquan, from Liwan Foreign Language Vocational School of Guangzhou. Thank you for giving me the chance to present my teaching design of listening and speaking lesson of Business Start-up 1.2 As you know, business listening and speaking are very import
2、ant in business life. 3 Now Id like to show you how I engage my students in a competitive and active class in the following six parts.(analysis of students, analysis of teaching material , learning aims, teaching and learning methods, teaching procedure and reflection.)4 Analysis of students: Genera
3、lly speaking, most teenagers are active and eager to learn knowledge from teachers and books, also they are creative and energetic. Majoring in business English, they have already got some general idea and basic knowledge of business after having this course for half a year. 5 However, they are shy
4、to speak in class, lack of listening strategy. As a matter of fact, they are of different levels of English, and they are lack of awareness of business cooperation and teamwork. Therefore, I should use some strategies to cope with these difficulties. Its necessary to take consideration to meet their
5、 different learning needs. As pre-experienced career, workplace background is needed. Also games and group competitions are held to help them understand more of cooperation and teamwork. 6 Analysis of teaching material: The material is chosen from Business Start-up 1, published by the Cambridge Univ
6、ersity Press. Making Future Arrangements is the second lesson of Unit 7.This book is very good for students majoring in Business English. It has a systematic knowledge of business English in the aspects of listening and speaking. To make the material more suitable for students, I would add a video ,
7、 some pictures, listening exercises and more speaking activities to get students closer to the topic; Since most students are quite familiar with the present continuous tense, they are to learn the grammar knowledge in a more flexible way through listening and speaking activities instead of explaini
8、ng it boringly. So both the students and teacher will have enough time to listen, take notes, speak , act and evaluate. 7 Learning aims are as follows: Knowledge: Most students will be able to understand and describe business arrangements and plans with simple and correct words, for students of high
9、er level, they can discuss, understand and take notes about business arrangements in greater detail. And they will be able to listen for specific and useful information. Also the students will be more willing to overcome difficulties in team work and form the awareness of business cooperation and co
10、mpetition.8 Teaching and learning method: To achieve the above aims, I would like to apply the communicative teaching approach and task-based instruction. And the autonomous and cooperative learning methods are used to create a learner-centered classroom.9 Here comes the teaching procedure.10. A var
11、iety of classroom activities are designed to make an interesting and effective class. Please take a look.11. To wake up the Ss, activate background knowledge and prepare Ss for the coming listening, I will play a memory game with them. First I will assign the guessing task, i.e. let the Ss guess whe
12、re the conversation takes place and their relationship while watching a silent video,12. So its time for students to watch the silent video!13. For the second time, Ill play the sound video.14. After that, the students are to circle the letters they can hear and remember. That is the bingo game!15 T
13、his is for the winners who has the best memories!16. As for warming-up, Ill introduce brainstorming business travel to Ss and write the words they say on the blackboard. Ill show some pictures to help the brainstorming. 17. This is to bring the students into business world and get ready for the list
14、ening. Also this is a good chance to pre-teach the words related to the text so Ill encourage Ss to say more.18. Before listening, Ill divide the Ss into four teams consisting of five pairs. Each team chooses a team leader. The teams purpose is to win stars as many as possible to prove that they are
15、 excellent! 19. And its important to let the students understand the rules clearly, so everyone will take part in the competition and challenge difficulties to win more stars.20. In the first competition, students are to fill in the gaps in the diary. The team leader collects the answers and shows i
16、t to the whole class to see which team has got the right answers. One star is given to one correct answer. The more correct answers they have, the more stars are awarded. This activity tries to get Ss to catch specific information.21. Here comes to the second competition. Suitable worksheet is given
17、 to different Ss according to their levels and demands. Ill remind Ss to catch useful information.22. This is the two leveled listening .23. The team leader collects each one s answers and exchanges the worksheets with another team。In this way, students are encouraged to study one more aspect of the
18、 text. In this activity Ss get different trainings according to the variety levels of the Ss and they can foster cooperative learning and I can elicit feedback from Ss about their listening ability by competition. 24.In the post-listening stage I designed four activities to let Ss pratcise speaking
19、English loudly and confidently. The first is role-play. The Ss have got familiar with the listening material after 2 times of listening. Its time for them to speak. So the Ss practise the dialogue in pairs to foster cooperative learning. They can read first, then can look at the diary or transcripts
20、 , ask and answer questions. At last they are asked to check their answers.25. The second is dubbing. It is also the 3rd round of the competition. The teams take turn to practise the dialogue, dubbing for the video by imitating the pronunciation and intonation of the recording.26. The listening grou
21、ps evaluate the reading students from 3 to 5 stars according to their imitation, intonation, pronunciation and fluency .This part can definitely arouse the Ss great interest. And the best dubber is chosen as a good example.27. The third activity is to look for your business travel partners. Each stu
22、dent is to have a business travel in the near future, and he / she is given a worksheet with his / her own business arrangements on it.The students are to go and look for his / her business travel partners who have the same arrangements.28. Compete to see who can get the most partners. The team lead
23、er is to give a presentation of each team. The target of the activity is to elicit information gap and feedback from the students and consolidate the knowledge. Of course Ill highlight the importance of communication in business life and at work. Also Ill have to get the activities under control sin
24、ce the class might be in chaotic.29. After that, the climax of the class arrives. First Ill Highlight the importance of communication and teamwork in business life. And then Ill tell them that its the last round of the competition. The activity is to design a scenario for four different business peo
25、ple.30. Each business person has a future arrangement and one urgent additional event must be inserted into it. 31. The team members must discuss how to design it in greater detail, more reasonably and more efficiently. 32. Each team has the representatives tell the class their design and finally th
26、e teacher and the other students will give proper stars to them. 33. The four persons are shown above: a manager, a receptionist, a salesperson and a secretary .34. At the summary stage, Ill summarize on how to make future arrangements and count each teams stars to see what level they belong to. Ss
27、might be excited to see the competition results and Ill highlight the importance of implementing listening strategies of grasping specific and useful information in daily business life., the importance of team work as well.35. As for assignment, I designed both individual work and group project. The
28、 individual work serves as a revision task while the group project is extending speaking task. Individual work: Ss read the transcripts individually and prepare to make a one-minute presentation in the next class. Group project: Ss surf the internet in groups of four (video of “fortune life ” ) abou
29、t a business person you admire most and prepare a one-week business trip for him or her. By doing the project, they have chance to get further study of future arrangements by searching materials on the internet. 36. These are the words written on the blackboard.37. To conclude, In this class, a comp
30、etitive classroom atmosphere is created. I tried to make it close to the real business world by different activities related to business. The students are engaged in the activities to compete to see who are excellent! In this way, students motivation is high.And a variety of listening activities are
31、 designed to develop students skills of listening for specific and useful information. Besides, information gap and opinion gaps are created to improve studentscommunication by four kinds of speaking activities. Moreover, in a collaborative and competitive classroom, students are actively involved i
32、n their own learning processes, they can follow the steps required by the teacher. Then the teacher can perform the role of organizer, coach and evaluator. However, the success of the lesson depends on the harmonious relationship between the students and the teacher as well as the professional level of the teacher.However, some students are left behind because of their poor vocabulary. So I should pay more attention to them in class and the skills and knowledge for the Ss should be consolidated after class.38. Thats all for my presentation. Thank you and have a great day!