语文出版社中职英语说课稿 Unit 4 Settling in and Acceptance

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语文出版社中职英语说课稿

Unit 4 Settling in and Acceptance说课稿

The lesson is selected from Unit 4 in professional module English published by Language Press. The topic is “Settling in and Acceptance”.

I. Students’ Situation

It is a class of 32 students majoring in Tourism Services and Hotel Management. They like thinking, practicing and expecting their success. As for English study, most of them are elementary or lower intermediate level. After a year’s studying of English base module, most of them have a basic understanding of English, can read and write simple English. But being future tour-guides or hotel attendants, their English listening and communication abilities are weak.

About 80 percent of them can be active in classroom activities and 20 percent of them are difficult to take part in any classroom activity. So according to the students’ different level, I divided them into three levels first: Level C( the elementary), Level B(the intermediate) and Level A(the advanced).

Students’ Situation	Teacher’s tasks
Not good at English	⊙To make English study combine with the professional requirements
Different levels	⊙To arrange different tasks for different students
Lack of vocabulary	⊙ To encourage them to be efficient imitators.
Afraid of making mistakes	⊙ To provide them with a warm and friendly atmosphere

II. Teaching Material Analysis

1. Content introduction:

This book pays attention to practical and enough principle. In this unit, there are Warming up, 8 Common Practical Expressions, 5 Scenarios and Comprehensive Skill. They all relate to their future job, so it’s very important for these students to study. Some parts concern Hotel attendant, we will learn first. Others concern tour guide, we will learn in the following period. In the first period (two classes), we have finished Warming up and 6 Common Practical Expressions. In this second period, we will learn Scenarios 2 Checking in at the hotel. It’s a conversation between a clerk (receptionist) and a guest. Accommodation registration is the main part of Front Office, so this lesson plays an important role in improving their professional communication ability.

2. Important points:

It is a speaking and listening lesson. So to understand the material and to try to grasp the accommodation registration skills are important in this lesson.

3. Difficult points:

It’s using the useful sentences to deal with accommodation registration problems happening. That means that combining the knowledge and putting those into production are difficult in this lesson.

III. Teaching objectives

Students’ level	Low (10%) Medium (65%) High(25%)
Knowledge objectives		The usage of the words and phrases in checking in and passage understanding	Passage grasping including the procedure of reception	Using the useful sentences to deal with problems happening in the real situation
Ability objectives		Putting language study into oral practice	Developing listening and speaking abilities	Fostering the abilities of efficient communication and innovation
Moral and emotional objectives		To arouse the students’ interest in the job of receptionist and self-confidence in expressing English and train their ability of cooperation.

IV. Teaching Mode

⊙English study serving for professional study as the clue

The aim of professional English study is to help the students make more progress on their professional study. So more emphasis should be on fostering their moving and combing knowledge abilities to help them form self-learning strategy through their whole lives.

⊙Students as the main body

As the students are the main body of the classroom, the teacher should respect the students’ different level and arrange the proper tasks for them so that they can get more confident and successful on language study.

⊙Task-based activities as the centre

It is a human nature that people will develop their potentials to the largest extent in the process of accomplishing tasks. Therefore, the students should be motivated by task-based activities and they are eager to fulfil them through exploration, creation and imagination. As a result, effective learning strategy is formed.

⊙Three teaching elements (ESA) as the procedure

Students need to be motivated, be exposed to language, and given more chances to use it. Three teaching elements (Engage, Study, and Activate) therefore should be present in a language class to help the students learn effectively. We can represent this kind of lesson in the following way:

Study

Activate

Engage

Here is the flow chart of this lesson. First, the teacher can get the class interested and engaged in the lesson first, and then they can study something, finally they should try to activate it by putting them into production.

Flow chart 2’ means 2min.

T↔class Pairs S↔S Groups S↔S Individual S↔S

Gap activity (Warming up) 2’

Engage

Students’ homework shows 3’

8 min.

Consolidate Expression 3’

Pre-listening (predicting) 4’

While listening 11’

Study

20 min

Post listening for detailed information 5’

Dubbing 2’

(Concentrating on some linguistic features)

Making conversation2’

(Concentrating on some linguistic features)

Activate

Draw performance 6’

12 min.

Sum up and homework 2’

⊙Group work as the form

Learning from sharing is a good way for the students to train their cooperation spirit. Group work will provide them with many opportunities to cooperate, express and exchange their ideas in this lesson.

⊙Games as the activation

Interests are the best teacher, especially for the teenagers. Well-designed games will bring a lot of pleasure to the students, and the actual learning objectives will be finished unconsciously and naturally.

V. Teaching Procedures

⊙Engage To get the students interested in the lesson

Engaged activity:

This aim is to get the students interested and engaged in the lesson and get familiar with the position of Front Office.

Step 1. Warming up(class work 2 min)

The teacher can guide the students into a scene of Front Desk with 2 pictures and ask a question with “What are the positions in the Front Office of 5-star hotel?” They may be encouraged to say some position such as bellboy, clerk and assistant and so on, according to their real abilities.

A. Bellboy Service video show (Pair work)

The teacher choose some best homework of video by telephone or camera about bellboy greeting to assess the advantages.

Check homework activity:

The aim here is to give the students a good demonstration. Handing in video homework is a useful way to improve their speaking ability and it can arouse students’ creative enthusiasm.

B. Bellboy Standard Procedure show

They should finish the work in 4 students a group. Call 2 best groups to introduce.

Level C: To be encouraged to do it they are familiar with

(If have difficulties, Chinese is ok.)

Level B: To try to introduce more.

Level A: To introduce clearly and standard.

Check homework activity:

The aim here is to improve their comprehensive vocational ability to lay the foundation for the future. At first the teacher gave some examples, after some times they could do better in finding on the internet and introducing by themselves.

Step 2. Excellent homework shows(class work 3 min)

Step 3 Expression review(pairs work , group work 3 min)

In order to consolidate the common practical expressions learned in the previous lesson, the students are shown expressions cards to practice again. First, they will be divided into four groups, and then read the words following the video, finally finish a competition game.

Every student has prepared some A4 cards of the expressions with Chinese on one side and English on the other side.

Group competition game:

In the activity, the students’ vocabulary is enlarged and their interests are well aroused which is important in language learning. Moreover, they will develop their abilities of fast reaction through asking and answering process

Make a dialogue using the Chinese meaning	3
Interpret the Chinese meaning	2
Read aloud English	1

⊙Study To understand the passage

Task 1. Gist listening(class work 2 min)

The students listen to the dialogue first and look at the video and try to choose the correct answer. Ss will be encouraged to understand the passage in general by moving out the vocabulary barrier.

Step4 Pre-listening(class work, group work 4 min)

Discussion-activity:

During the activity the students’ abilities of observing, analyzing and expressing are developed, and the art of sharing through communicating is trained in the course of group work.

Teacher’s offering:

The students in group of four are required to observe 4 pictures offered by the teacher, and give out a conclusion after discussing with their partners to present the topic.

B. Conclude the situation of checking in

Listening for specific information:

It is designed for students to build up a system of reception knowledge and get the information right. Improve their communication ability in the similar situation.

Step 5 While-listening(11 min)

Task 2. Focused listening(class work, pair work 3 min)

Listen again to analyze the checking in procedure and then order the sentences. The top-down approach pays more attention to knowledge about checking in. It will direct more time to activation of relative knowledge.

Task 3. Picking out the difficulties(group work 2 min)

Ask every group to pick out the places that they are unfamiliar with and elicit by a leader on a piece of paper. It makes a good preparation for the next part.

Task 4. Dealing with the difficulties(group work 4 min)

First, the teacher can ask four groups to exchange their difficulties each other and try to deal with by discussion. Then every group can send a leader to give the proper answers. Finally, the teacher can deal with those questions they can’t finish and give a conclusion and necessary complement.

Discussion-activity:

During this activity, the students’ abilities of analysis, conclusion and expression are developed. Moreover, when checking each others’ answers, they will develop their distinguishing abilities and their roles of active learning are formed.

Group cooperating work:

The skill of sharing through cooperation is trained in the course of group work. It is helpful for the low level students to ask and understand the whole dialogue.

Listening for gist:

In training the students as efficient clerks, the video makes the listening activities interesting, meaningful and simplifies the learning task.

Task 1.Complete the conversation(3 min)

Considering the important patterns, the basic and key sentences are designed as the missing parts so they can draw inferences about other cases from one instance.

Step6 Post-listening (group work, class work 5 min)

Task 2. Listen 、repeat and memory(2 min)

At this time the students are already familiar with the listening material. Listen to the tape again; let the students repeat and memory. So we can get the limited the listening material repeatedly and correctly.

Pair -work:

In the activity, it’s designed to further strengthen the key sentences of this class. Consolidate the important patterns in the class.

Pair-work:

In order to train the students abilities of listening 、speaking and fast memory. Help the students to be familiar with the language materials to be recited.

⊙Activate To consolidate what have been learned above.

Simple task:

It is designed for level B or level C students to build on their confidence and learning motivation.

motivation.

Step7 Dubbing or describing (group work, pair work 2 min)

Dub the dialogue according to the pictures, or describe the pictures again trying to use the words and phrases in this lesson.

Less-difficult task:

It can be finished by the majority of the students, and it is a good way to practice their communication ability.

Step 8 Making conversation (pair work 2 min)

Several optional situations will be offered to the students, of course, they can create their own to check each other.

Difficult task:

This activity aims to fit the willingness of the students to face the challenges of integrating usage of the language. It also provides a good chance for the others to improve their listening abilities. Because the time is limited, other 3 groups practice in the following 40 minutes class.

Step 9 Draw performance(group work, class work 6 min)

In simulate real situation, students are encouraged to practice. 8 students a group draw lots and change their seats to prepare. Level C students are allowed to act bellboy, they can choose blue cards first, pink cards are prepared for volunteer clerks (in red suit), yellow cards for guests. After the first group’s performance, all the students assess together in Chinese or in English both OK, and then fill in the English Skill Assessment Scale of Hotel receptionist. In this way we break through the difficulty.

Step10 Sum-up (class work 2 min)

After their own assessment of their performance, the teacher sums the golden rules of customer service to arouse their vocational service consciousness in daily life and in their future job.

Simple task:

It is designed for all the students to develop correct professional quality and form professional habit.

motivation.

VI. Homework

1. Personal Homework:

1）Finish and hand in English Skill Assessment Scale of Hotel receptionist the next morning.

2）Prepare important sentences cards (A4).

2. Group Homework： 1）Make a video about checking in at the hotel in pairs.

2） Complete the standard operation procedure of receptionist about Registering after reservation in group of 4.(In Chinese and In English)

3. Expand Homework: Practice in Huaqi Hotel in this summer vocation.

VII. Blackboard Layout

Unit 4 Checking in at the Hotel

Smile

customer’s name The Golden Rules of customer’s needs

Customer Service

at home happy

VIII. Assessment and Reflection

1. Assessment

English Skill Assessment Scale of Hotel receptionist

2. Reflection

I Iearnt …………………………………………………………………………………………

…………………………………………………………………………………………………………

I would like to know more about …………………………………………………………………

…………………………………………………………………………………………………………

I’m still not sure about ………………………………………………………………………………

…..…………………………………………………………………………………………………………

3. Evaluation

How many stars will you give your group members to grade them in this lesson?

Name	Please circle the stars you’d like to give to your classmates.
	★ ★ ★ ★ ★
	★ ★ ★ ★ ★
	★ ★ ★ ★ ★
	★ ★ ★ ★ ★

4. Self reflection

To sum up, student-centred, and task-based approach are the spirit of this lesson, I develop the students’ good English usage and linguistic skills in practical contexts. In addition, the students’ learning strategies of self-learning and cooperative learning are fostered during the process, which will be greater importance for their future study in their whole lives.

Ability as the goal	To cultivate students' vocational comprehensive application ability as the goal, the students' professional quality improved.
Scene as the support	To guide students to participate in class; Learning strategies, adapting to the autonomous learning, learning role change, changing the passive to active.
Professional situation as the platform	To combine students' profession, adjusting the teaching content, realizing the goal of listening in the real situation in learning and knowledge, and improving the English ability