EffectiveTeachingMethodsforListeningandSpeaking

Aims for having Pre-listening activities
(Textbook, P144)
Pre-listening activities
➢ Discuss a relevant picture ➢ Discuss relevant experiences ➢ Associate ideas with the topic ➢ Associate vocabulary with the topic ➢ Predict information about the topic ➢ Write questiprocess of comprehension begins with the message received, which is analyzed at successive levels of sounds, words, clauses, and sentences, until the intended meaning is arrived at. Comprehension is thus viewed as a process of decoding.
This set of expectations is generated from the situation, from knowledge of a world populated by adults and children and typical interactions between them.
Top-down processing refers to the use of background knowledge in understanding the meaning of a message.

实⽤英语视听说教程3教案Unit 1 Stating That You are out of MoneyI. Objectives:Students are required to be able to1. identify the topic of this unit;2. describe that you are out of money3. make and accept suggestionsII. Importance and difficulties:1. The words and phrases to describe that you are out of money2. Language and culture points.III. Teaching methods:1. Multi-media2. DiscussionIV. Teaching-steps:1. Lead-inAsk the students to work in pairs, then discuss the following questions and then share your answers with the whole class.(1)What do you say when you are out of money?(2)What do you do when you are out of money?(3) Can you guess whose pockets are empty in the picture?2. Basic listening PracticeListen to the short dialogs and choose the best answer to each question you hear.3. listening inTask1: soft answers turn away wrath.Listen to the dialog and choose the best answer to each question you hear.Listen to the dialog again and answer the questions.Task 2:Watching and observing: Listen to the passage three times. When the passage is read for the first time, listen for the general idea. When the passage is read for the second time, fill in the blanks with the exact words you hear. Write down either the exact words you hear or the main points in your own words. When the passage is read for the third time, check what you have written.Task 3: A View of the videoListen to the passage and choose the best answer to each question you hear. Listen to the passage again and answer the question.4. Speaking outDescribing that you are out of money.(1) Money is the root of all evil.(2) Whether you are rich or poor, it’s nice to have money.V. Language points:1. special: n. 特价品2. water: v. 流⼝⽔3. I’m dead broke. 我⼀个⼦也没有4. to tell the truth ⽼实说。

Revision contents:Unit 1 Language and LearningViews on languageViews on language learning1. What are the major views of language? What are their implications to language teaching or learning?2. Some language teachers argue that we should “teach the l anguage”rather than “teach about the language”. What are the major differences between these two approaches to language teaching?3. Audiolingual approach to language learning4.Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language in a social context.5. The quality of a good language teacher includes ethic devotion, professional quality and personal styles.6. One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.Unit 2 Communicative Principles and ActivitiesWhat is communicative compentence? Try to list some of its components.Principles in communicative language teaching/ strong version and week versionList some of the communicative activities.What is a task/its componentsUnit 3The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.4. Lesson PlanningWhat is lesson planning?Principles for good lesson planningComponents of a lesson planUnit 5 Classroom ManagementWhat is classroom management?Types of student grouping and their advantages and disadvantagesThe role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.Classification of questionsHow to deal with errors?Unit 6 Teaching PronunciationCritical Period HypothesisThe goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.List some methods of practicing sounds.Unit 7 Teaching GrammarGrammar presentation methodsGrammar practice is usually divided into two categories, mechanical practice and meaningful practice.Unit 8 Teaching VocabularyWhat does knowing a word involve? Receptive vocabulary and productive vocabulary.List some ways of presenting new wordsHow to consolidate vocabulary?Developing vocabulary building strategiesUnit 9 Teaching ListeningCharacteristics of listening processPrinciples and models for teaching listeningAs far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.Unit 10 Teaching SpeakingWhat are the characteristics of spoken language? Discuss their implications to teaching.Information-gap activitiesList some of the speaking tasks that the students are often asked to do in language classroomUnit 11 Teaching readingThe role of vocabulary in reading: sight vocabularySkills involved in reading comprehensionModels for teaching readingStages involved in Teaching ReadingProblems in reading are often seen as a failure to recognize words that may not exist in the learner’s vocabulary or in understanding grammatical structures that may not have been acquired by the learner. Therefore, the task of teaching reading is seen as teaching vocabulary along with the grammatical structure of the target language. Do you agree with such an opinion? Explain your reasons.In teaching reading, teachers often engage students in pre-reading, while-reading and post-reading activities. What do you think are the major functions of pre-reading activities?Unit 12 Teaching WritingWhat is the main idea of communicative approach to writing?What is the main idea of the process approach to writing?Exercises for the course of English teaching methodologyI. Multiple choiceDirections：Choose the best answer for the following questions and write your answers on the answer sheet.1. What syllabus is designed around grammatical structures, with each lesson teaching a grammar structure, starting with simple ones, and progressing through to more complex ones?A. Structural syllabus.B. Situational syllabus.C. Functional syllabus.2. Which of the following is a communicative activity?A. Listen to the weather broadcast and fill in a form.B. Listen to the weather broadcast and talk about a picnic.C. Transfer the information from the weather broadcast into a table.3. In which of the following situations is the teacher playing the role of a prompter?A. Explain the language points and meanings of words and sentences.B. Give examples of how to do an activity after the explanation and instructions.C. Elicit ideas from students.4. Which of the following is a social interaction activity?A. Information gap.B. Role-play.C. Information transfer.5. What reading approach is based on the assumption of reading as a guessing game?A. The top-down approach.B. The bottom-up approach.C. The interactive approach6. What reading strategy does the following activity help to train?The students were asked to read each paragraph and then match the paragraph with relevant headings.A. Inferring.B. Scanning.C. Skimming.7. Which of the pre-reading activities exemplifies the bottom-up approach?A. The teacher brings in pictures and asks the students to discuss in groups about the life of old people.B. The teacher raises several questions about old people and asks the students to discuss in pairs.C. The teacher presents a picture about the life of old people on the screen and brainstorm vocabulary related to old people’s life.8. What listening skill does the following activity help to train?Listen to the folio-wing text and answer the multiple-choice question.In this dialogue, the speakers are talking about________.A) going to a picnic B) attending a concert C) having a partyA. Listening for gist.B. Listening for specific information.C. Listening for detailed information.9. Which of the following features does spoken English have?A. It is generally produced in fairly simple sentence structures.B. It is produced with little redundancy.C. It is produced with good organization.10. What should a required lesson plan look like?A. a copy of explanation of words and structuresB. a timetable for activitiesC. transcribed procedure of classroom instruction11. For better classroom management, what should the teacher do while the students are doing activities?A. participate in a groupB. prepare for the next procedureC. circulate around the class to monitor, prompt and help12. Which of the following activities can best motivate junior learners?A. gamesB. recitationC. role-play of dialogues13. To cultivate communicative competence, what should correction focus on?A. linguistic formsB. communicative strategiesC. grammatical rules14. Which of the following activity is most productive?A. read the text and then choose the best answer to the questionsB. discuss on the given topic according to the text you have just readC. exchange and edit the writing of your partner15. To help students understand the structure of a text and sentence sequencing, we could use----- for students to rearrange the sentences in the right order.A. cohesive devicesB. a coherent textC. scrambled sentences16. The purpose of the outline------ is to enable the students to have a clear organization of ideas and a structure that can guide them .A. in the actual writingB. in free writingC. in controlled writing17. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called .A. deductive grammar teachingB. inductive grammar teachingC. guiding discovery18. It is easier for students to remember new words if they are designed in ------and if they are ------and again and again in situations and contexts.A. context, sameB. context, differentC. concept, difficultII. DefinitionDirections: Define the following terms1. Communicative compentence2. Lesson planning3. Classroom management4. Receptive vocabulary and productive vocabulary.5. Sight vocabulary6. Information-gap activities7. Display questions8. Task9. Audiolingual approach to language learning10.ReadingIII. Blank fillingDirections: fill in blanks according to what you’ve learn in the course of foreign language teaching.1. Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language in a social context.2.The quality of a good language teacher includes ethic devotion, professional quality and personal styles.3.One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.4. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.5. The role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.6.The goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.7. Grammar practice is usually divided into two categories, mechanical practice and meaningful practice.8. As far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.IV. Problem SolvingDirections: Below are some situations in classroom instruction. Each has at least one problem. First, identify the problem(s). Second, provide your solution (s) according to what you have learned. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.1．In one of the lessons. Mr. Li arranged the students into groups to talk about what they want to be when they grow up. To ensure thatthey applied what they learned, he required them to use the expressions in the text. To his surprise, students were not very active and some groups were talking about something else and one group was talking in Chinese.Problems:1) Maybe the topic does not correspond with the students’ current needs. Suppose these students were interested only in getting high scores in examinations, they would not have interest in such a talk.2) The activity is much controlled. They may like to talk about their hobbies, but they have to use the expressions the teacher presents, which to some extent restricts them. That is perhaps why they are not very active.3) If students talk in Chinese, it may be because the talk is a little too demanding for them in terms of language competence. When students have difficulty in expressing themselves in English, they will switch to Chinese.4) Maybe the teacher does not arrange such activities very often in class. The students are not used to such communicative activities and so do not take an active part.Solutions:1）The teacher can ask the students to talk about their hobbies freely without considering the structure2) The teacher can give the task a real purpose. For example, he can ask the students to ask others about their hobbies to form a hobby club.3) It’s better to explain to the students the value of such kind of activity.4) The teacher can circulate around to encourage the students to talk in English.2. To cultivate communicative competence, Mr. Li chose some news reports from China Daily for his middle school students. Problems:1) Authentic materials are desirable in cultivation of communicative competence. But they should correspond to students" ability. News reports from China Daily are too difficult for middle school students.2) The content of news reports may not be relevant to the course requirement of middle school English.Solutions:1) If Mr. Li insists on using the materials from China Daily, it is necessary for him to adapt the material or select those reports which are easier to read and more relevant to students" interests.2) If he can, it is better to select news reports from other newspapers which are relevant to the students" life and study. It is necessaryto bear in mind the students" needs when selecting materials for classroom instruction.(第一项要求写出两点即可，而第二项要求能说出两点。

三年级英语下册教学计划实践活动全文共3篇示例，供读者参考篇1Teaching Plan for Third Grade English Second Semester1. Goals:- To improve students' listening, speaking, reading, and writing skills in English- To expand students' vocabulary and grammar knowledge- To enhance students' interest and confidence in learning English2. Teaching Content:- Review of vocabulary and grammar learned in the first semester- Introduction of new vocabulary related to daily life, animals, colors, and numbers- Practice of simple sentence structures and basic conversations- Reading comprehension exercises using short stories and dialogues- Writing practice including writing letters, short essays, and diary entries3. Teaching Methods:- Use a variety of interactive activities such as games, songs, role plays, and group discussions to engage students and make learning enjoyable- Encourage students to participate actively in class activities and exercises to improve their speaking and listening skills- Provide regular feedback and correction to help students improve their language proficiency- Incorporate multimedia tools and technology to enhance students' learning experience4. Evaluation and Assessment:- Use a combination of formative and summative assessments to evaluate students' progress throughout the semester- Conduct regular quizzes, tests, and assignments to assess students' understanding of the taught material- Monitor students' participation in class activities and their ability to use English in real-life situations- Provide constructive feedback to students to help them identify areas for improvement and set goals for further learning5. Practical Activities:- Organize a storytelling session where students can read aloud short stories in English and share their favorite stories with classmates- Conduct a role play activity where students can act out everyday scenarios such as ordering food in a restaurant or buying tickets at the cinema- Engage students in a vocabulary building game where they can match words with pictures or play a word association game to practice using new words in context- Assign a writing task where students can write a letter to a pen pal or a diary entry about their daily activities in English6. Conclusion:By implementing this teaching plan, students will have the opportunity to enhance their English language skills while having fun and interacting with their peers. Through a combination ofengaging activities and effective teaching methods, students will be able to improve their vocabulary, grammar, and communication skills, and develop a love for learning English. This teaching plan aims to create a supportive and stimulating environment for students to reach their full potential in English language learning.篇2Teaching Plan for Third Grade English TextbookIntroduction:The third-grade English textbook aims to enhance students' language skills in listening, speaking, reading, and writing. Through a variety of activities and interactions, students will develop a strong foundation in English language learning. This teaching plan will focus on practical activities that align with the objectives of the textbook.Week 1: Unit 1 - My SchoolObjective: To introduce school-related vocabulary and sentences.Activities:1. Vocabulary flashcards: Show pictures of school items (pencil, book, desk, etc.) and ask students to match the word with the picture.2. Role-play: Divide students into groups and ask them to act out a scene in a school setting using the new vocabulary.Week 2: Unit 2 - My FamilyObjective: To introduce family members and simple sentences about them.Activities:1. Family tree project: Have students create a family tree and label each family member with their relationship (mother, father, sister, etc.).2. Family interview: Ask students to interview their family members about their likes, dislikes, and favorite activities.Week 3: Unit 3 - SeasonsObjective: To introduce vocabulary related to seasons and weather.Activities:1. Seasonal collage: Provide students with magazines and ask them to cut out pictures that represent each season and create a collage.2. Weather report: Have students work in pairs to create a weather report for different seasons using vocabulary from the unit.Week 4: Unit 4 - Food and DrinkObjective: To introduce food and drink vocabulary.Activities:1. Taste test: Bring in samples of different foods and drinks for students to taste and describe using adjectives.2. Menu writing: Ask students to create a menu for a restaurant using the new vocabulary.Week 5: Unit 5 - AnimalsObjective: To introduce animal vocabulary and characteristics.Activities:1. Animal charades: Have students take turns acting out different animals while the class guesses the animal.2. Animal research project: Assign each student an animal to research and present to the class using facts and pictures.Evaluation:At the end of the unit, students will complete a quiz to demonstrate their understanding of the material covered. Additionally, teachers will assess students' speaking and listening skills through classroom participation and presentations.Conclusion:By implementing practical and engaging activities, students will be able to apply their language skills in real-life situations. This teaching plan focuses on active learning andstudent-centered activities to promote language acquisition and retention. Through consistent practice and reinforcement, students will develop a strong foundation in English language learning.篇3Title: Implementation of Teaching Plan Activities for Grade 3 English Lower LevelIntroduction:The teaching plan activities for Grade 3 English lower level focus on enhancing students' English language skills in reading, writing, listening, and speaking. The activities are designed to be interactive, engaging, and aligned with the curriculum objectives. This document outlines the implementation of the teaching plan activities in a classroom setting.Week 1: Introduction to VocabularyObjective: Introduce basic English vocabulary words related to everyday activities and objects.Activities:- Word flashcards: Display flashcards with pictures of common objects and activities. Have students repeat the words and practice pronunciation.- Vocabulary games: Play games like Bingo or matching to reinforce vocabulary learning.- Role-play: Have students act out scenarios using the new vocabulary words.Week 2: Reading ComprehensionObjective: Improve students' reading comprehension skills through short passages and questions.Activities:- Reading circles: Divide students into small groups and have them read a short passage together. Discuss the main ideas and answer questions as a group.- Comprehension worksheets: Distribute worksheets with short passages and questions for students to answer independently.- Storytime: Read a story aloud to the class and ask comprehension questions at the end.Week 3: Writing PracticeObjective: Develop students' writing skills by practicing sentence structure and grammar.Activities:- Sentence building: Provide students with sentence starters and have them complete the sentences with their own words.- Creative writing: Encourage students to write a short story or paragraph based on a prompt or picture.- Letter writing: Teach students the format for writing a friendly letter and have them write a letter to a classmate or teacher.Week 4: Listening and Speaking SkillsObjective: Improve students' listening and speaking skills through activities that involve conversation and storytelling.Activities:- Listening exercises: Play audio recordings of short dialogues or stories and have students answer questions based on what they hear.- Role-play scenarios: Pair students up and assign them roles to act out different situations, such as ordering food at a restaurant or asking for directions.- Storytelling circle: Have students take turns telling a short story or describing a picture to the class.Conclusion:The implementation of the teaching plan activities for Grade 3 English lower level has been successful in enhancing students' English language skills. Through a variety of interactive and engaging activities, students have improved their vocabulary, reading comprehension, writing, listening, and speaking abilities. Continuing to incorporate these activities into the curriculum will further support students' language development and overall learning experience.。