Listening and speaking Unit 1 Cultural relics Module 2Good morning, dear judges! I am candidate No. ___. It’s my honor to present my lesson planhere. It is from Unit 1 Module 2 of NSEFC, using language.I. Analysis of the teaching material and learnersThe content of the material is about how the Amber Room got lost, which is also the clue ofthe whole lesson. The listening part, there two pieces of narration about how the Amber Room gotlost. Students will listen and fill in two tables with some information missing, which is difficult forthem. In the speaking section, discussion will be carried out by using the expressions from thetable as the output.The students are familiar with the Amber Room now because they have learnt about it in theprevious lessons. They have learnt many useful words for describing the Amber Room, which canmake listening easier. The students’ listening skill of note-taking is poor and the listening passageis long and difficult for them, and they have no idea about how the great treasure got lost, sofinishing the table will be difficult. In order make it easier for them to fulfill the listening task,some key words from the listening are given to students. Before the blank-filling, some multiplechoices will be given in order to help students get the general idea of the passage.II. Learning objectivesAccording to the above analysis, I set the following learning objectives. 1. Learn words andexpressions:sink, bury, attack, full of treasure, on our voyage, 2. Know more about amber room; 3.Predict the content according to the key words. 4. Catch the key words and take notes whilelistening. 5. Respect different cultures and customs. 6. Develop sense of cooperative learning.In this lesson, it is important for students to know how to take notes while listening. So it isthe focus. The skill of note-taking is vitally important for the students during the whole process,but it is also a difficult skill for them at present.III. Teaching procedure. Step 1 is Warming-up. Students will watch a short video clip of Amber room, and talk aboutAmber Room, using words and expressions given. Such as very old, newly-built, valuable, rare,fashionable, mysterious, amazing design, survive for a long time.Step 2 is Pre-listening part. I will show students some key words and expressions from thelistening material. I will explain them. The students will guess what they are going to listen tofrom the newly learnt words and phrases. And students will study the key words from the listeningand predict the content as the pre-listening activity. Step 3 is While-listening part. Teacher will give students two chances. After listening to PartA, the students will finish four multiple choices. Based on the four questions, the students willknow the main idea of Part A. For the first listening, listen for answers to four multiple choices toget the main idea of the listening. For the second listening, students will take down key words tofill in the table. Predicting with key words may reduce the students’ difficulty in getting theinformation. Multiple choice exercises are for the preparation to get a general idea of the listeningmaterial, which can help in the blank filling activity. The listening is the foundation of the nextstep.Here comes Step 4, post-listening. There are two activities. Activity 1 is pair discussion.


Based on the listening material, the students will be asked to decide who told the truth about themissing of the Amber Room and give the best evidence by using some functional items to ask forand give opinions in pairs. Activity 2 is group discussion. I will create a real life situation. I willsay that Shanghai Expo is a great success. The students will work in groups of four and have adiscussion about whether it is the best exposition ever. During the discussion they can refer tomore expressions of asking for and giving opinions in the textbook. Based on all these activities,students will have got enough input. Now, it is quite natural for them to give a meaningful output. The class will end up with an exciting group discussion. Then I will ask students to write fivesentences as evidence to support their opinion that Shanghai Expo is the best ever. This is thehomework.IV. Blackboard design This is my blackboard. On the left are key words from the listening material and on the right arefact: can be proved, evidence: can not be proved, opinion: information. eyewitness.