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LessonReportModule1Unit2EnglisharoundtheworldLessonreport12345Analysisoflearners’needsAnalysisofteachingmaterialsAnalysisofteachingobjectivesAnalysisofteachingmethodologyAnalysisofteachingprocedures6AnalysisofteachingfocusAnalysisoflearners’needsICognitivestructureLinguisticproficiencyAffectivestatefirst-yearstudentsofseniorhighschoolinYulinAnalysisofteachingmaterialsIICulturalknowledgeLinguisticitemsListeningstrategiesListeningtext:EnglisharuoundtheworldIIILinguisticobjectivesCulturalobjectivesEmotionalobjectivesAnalysisofteachingobjectivesLanguageknowledge&LanguageskillsCulturalawarenessEmotionalattitudeLinguisticobjectives:Bytheendofthisclass,thestudentswillbeableto:1)RetellthetextanddescribetheirownEnglishlearningexperiences.2)Knowhowtogetdetailedinformationbytakingnotes.Culturalobjectives:Bytheendofthisclass,thestudentswillbeabletogetabetterunderstandingaboutthedevelopmentofmodernEnglishanditsinfluence.IIIAnalysisofteachingobjectivesEmotionalobjectives:Bytheendofthisclass,thestudentswillbeabletohaveabetterunderstandingofhowthedevelopmentofalanguageisinfluenced.IIIAnalysisofteachingobjectivesAnalysisofteachingfocusIVTeachingfocusKeypoint:usingdifferentlisteningskillstododifferentlisteningtasks.Difficultpoint:howtoretellalisteningtextbytakingnotesascues.AnalysisofteachingfocusIVWaysout1)Askthestudentstodothelisteningcomprehensionquestionsontheworksheettohaveageneralidea.2)ProvidethestudentswithsomecuesfortheirreferencetoretellthetextanddescribetheirownEnglishlearningexperiencesbysettingupscaffoldings.Thenprovidethemwithsupportbygivingawrittensummarytoimitateintheirownwriting.1Teacher’sscaffolding2Learners’interaction3DevelopmentofcommunicativecompetenceAnalysisofteachingmethodologyIV.VTeachingphilosophySpecificteachingmethodsTop-downmethodinlisteningCommunicativeapproachinspeakingactivitiesVAnalysisofteachingmethodologyStage3:ProductionStage2:Top-downlistening7minutes20minutesStage1:Lead-inVIAnalysisofteachingprocedures13minutesStep1:WarmingupactivityStep2:BrainstormingactivityStage1:Lead-inVIAnalysisofteachingproceduresThedesignofthestageisbasedontheconstructivisttheory.Thetheorybelievesthatlearningisaprocesswherethelearnersconstructmeaningbasedontheirownexperienceandwhattheyhavealreadyknown.ThereforeItrytoengageinthestudents’personalexperiencesbyactivatingtheirschemata.Step3:FirstlisteningforthegistStage2:Top-downlisteningStep4:SecondlisteningforthedetailsStep5:ThirdlisteningforgapfillingStep6:FourthlisteningforretellingVIAnalysisofteachingproceduresAnalysisofteachingproceduresVIReasonsforStageTwoSocio-constructivisttheorybelievesthatlearningisbestachievedthroughteacher’sscaffoldingandstudents’peersupport.Forthisreason,Iaskthestudentstolistentothetextfor4timeswiththelisteningactivitiesmoreandmoredifficult.Inthisway,Isetupscaffoldingforthestudentsbycarryingoutaseriesofcloselyconnectedanddifficulty-increasedactivities.Thenthestudentscanextendtheirskillsandknowledgetothefullestpotential.Inthisprocess,teacher’srolecanbeenactedvividly.Step7:Follow-and-writeactivityStep8:OralpresentationactivityStage3:ProductionVIAnalysisofteachingproceduresthisisthelaststagetodetecttheaccomplishmentsoftheteachingobjectivesandtheeffectivenessofthisclass.Therefore,productiveskillssuchaswritingandspeakingshouldbeconcerned.ThatiswhyIdesignfollow-and-writeactivityandoralpresentationactivity.Inaddition,thecommunicativeapproachbelievesstudentscanbemotivatedbyauthenticwritingtasksthathavesomecommunicativeelementsandthetopicisfamiliar,meaningful,andrelevanttothestudents’lifeandinterests.Therefore,Ichoosethetopic“MyexperiencesoflearningEnglish.”ScaffoldinginlisteningBrainstormingpredictionBalancebetweenuseandusageWeakindevelopingcriticalthinkingIntegrationoflistening,writingandspeakingNotsufficientingrammarlearningSelf-reflection