1、Listening and speakingUnit 9 Lesson 2 On the move (北师大版)Good morning, dear judges! I am candidate No. _. Its my honor to present my lesson plan here. It is from Unit 9 Lesson 2 On the move, BNUP.I. Analysis of the teaching material and learnersThe content of the material is about people on the move.
2、 The listening part, there two pieces of conversation at the airport. Students will listen and fill in two tables and three dialogues with some information missing, which is difficult for them. In the speaking section, discussion will be carried out by using the expressions from the table as the out
3、put.Some students are not familiar with traveling by plane, which can make listening a little difficult. Furthermore, the students listening skill of note-taking is poor, so finishing the table will be difficult. In order make it easier for them to fulfill the listening task, some key words from the
4、 listening are given to students. Before the blank-filling, some multiple choices will be given in order to help students get the general idea of the passage.II. Learning objectives According to the above analysis, I set the following learning objectives. 1. Learn words and expressions: passport con
5、trol, platform, seat belt, ambassador, sensitive, gentle, fierce, interpreter, likely, schedule, responsibility, rely on; 2. Know more about traveling by plane; 3. Predict the content according to the key words. 4. Catch the key words and take notes while listening. 5. Develop sense of cooperative l
6、earning.In this lesson, the focus is to know how to take notes while listening. The skill of note-taking is a difficult skill for them at present.III. Teaching procedure. There are two activities for warming-up. The first is a free talk. As we have more leisure time, an increasing number of people t
7、ravel to other cities and even to other countries. What is the most important problem for long-distance travel? Why? Then comes the second activity: group work. I will ask students: Have you ever traveled to other cities or abroad? How do you or others you know make long-distance travel? Talk about
8、the problems in your group. Take note and make a report to the class.Activity 3 is for pre-listening part. I will have students put the key words into the correct column in the table. Use a dictionary if necessary. The keys words are baggage, carriage, flight, gate, information desk, passenger, pass
9、port control, platform, seat belt, ticket. Activity 4 is also for pre-listening part. Students will listen and match the words with their definitions. 1. Ambassador 2. sensitive 3. gentle 4. fierce 5. interpreter 6. likely 7. schedule 8. responsibility 9. rely on. Then I will explain them. And stude
10、nts will study the key words from the listening activity. In the while-listening part. I will have students listen to the story. And answer the questions How old do you think Mary is? Which words give this away? After getting the right answers to the two questions above, students will listen again a
11、nd complete the table given.Teacher will give students two chances. After first listening, the students will learn the key words. For the second listening, students will take down key words to fill in the table. Predicting with key words learnt may reduce the students difficulty in completing the ta
12、ble. For the second piece of listening, firstly, students will listen and decide where they are taking place and what the people are talking about. Then listen again and complete the Function File, three dialogues. The listening is the foundation of the next step. Here comes post-listening. There ar
13、e two activities. The first one is situational conversation. Imagine you have lost something on a flight. Make notes about the following things: 1.Your flight number and where you have flown from ( e.g. BA528 from Manchester ) 2.What you have lost (e.g. suitcase / bag ) and the color and size. 3. Co
14、ntents of your luggage ( e.g. clothes / books). Then In pairs, students act out the situation at the lost luggage counter at the airport. A: Can I help you? B: Good morning. Yes, Ive lost my The second activity is Role Play. Students will make a dialogue between a passenger and an airport clerk at t
15、he airport. An example will be given to offer help. Passenger: Excuse me, could you help me? Clerk: Of course. Whats your trouble? Passenger: Its the first time for me to travel by air. I am strange to everything. Passenger: Activity 1 is based on the listening material, and Activity 2 is a role pla
16、y in real situation. Based on all these activities, students will have got enough input. It is quite natural for them to give a meaningful output. Now comes the homework. Write an announcement about the flights to leave or to arrive.IV. Blackboard design This is my blackboard. On the left are key wo
17、rds: 1. Ambassador 2. sensitive 3. gentle 4. fierce 5. interpreter 6. likely 7. schedule 8. responsibility 9. rely on, which are from the listening material and on the right are an unfinished conversation: Passenger: Excuse me, could you help me? Clerk: Of course. Whats your trouble? Passenger: Its the first time for me to travel by air. I am strange to everything. Passenger:
