Lesson Report
Module 1 Unit 2
English around tarners’ needs Analysis of teaching materials Analysis of teaching objectives Analysis of teaching focus Analysis of teaching methodology Analysis of teaching procedures
Emotional attitude
Linguistic objectives
Cultural objectives
Emotional objectives
Language knowledge & Language skills
Cultural awareness
III
Analysis of teaching objectives
Self-reflection
Brainstorming prediction Scaffolding in listening Integration of listening, writing and speaking
Balance between use and usage
Weak in developing critical thinking
V IV.
Analysis of teaching methodology
1 2 3
Teacher’s scaffolding
Learners’ interaction
Development of communicative competence
Teaching philosophy
V
Analysis of teaching methodology
.
III
Analysis of teaching objectives
Emotional objectives:
By the end of this class, the students will be able to have a better understanding of how the development of a language is influenced .
Top-down method in listening
Communicative approach in speaking activities
Specific teaching methods
VI
Analysis of teaching procedures
13 minutes
20 minutes
Stage 3: Production
7 minutes
Stage 2: Top-down listening
Stage 1: Lead-in
VI
Analysis of teaching procedures
Step 1: Warming up activity Stage 1: Lead-in Step 2: Brainstorming activity
Cultural objectives:
By the end of this class, the students will be able to
get a better understanding about the development of modern English and its influence
3
Lesson report
4 5 6
I
Analysis of learners’ needs
Linguistic proficiency
first-year students of senior high school in Yulin
Cognitive structure
Affective state
Not sufficient in grammar learning
IV
Analysis of teaching focus
Key point:
using different listening skills to do different listening tasks.
Difficult point:
Teaching focus
how to retell a listening text by taking notes as cues.
VI
Analysis of teaching procedures
Reasons for Stage Two
Socio-constructivist theory believes that learning is best achieved through teacher’s 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. Then the students can extend their skills and knowledge to the fullest potential. In this process, teacher’s role can be enacted vividly.
II
Analysis of teaching materials
Cultural knowledge
Listening text: English aruound the world
Linguistic items
Listening strategies
III
Analysis of teaching objectives
The design of the stage is based on the constructivist theory. The 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.
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 by taking notes.
VI
Analysis of teaching procedures
Step 3: First listening for the gist
Stage 2: Top-down listening 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
Step 7: Follow-and-write activity
Stage 3: Production Step 8: Oral presentation activity
this is the last stage to detect the accomplishments 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 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.”
IV
Analysis of teaching focus
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 scaffoldings. Then provide them with support by giving a written summary to imitate in their own writing.