Subject: Henry Adams’ Shoes
Form: Listening and Speaking
Teaching Aids: Multi-media, blackboard and worksheet
Material Description:
The passage, Henry Adams’ Shoes, is selected from Unit 7 Shopping in Book III (the first term of Senior Two). It tells us an interesting story about Henry who had big feet and his experiences of trying to buy a new pair of shoes after he found his big shoes were broken. Although the story is an additional reading material in our textbook, its vivid language and clear framework are easy for students to understand and attract their attention. That’s the reason why I want to change it into the listening and speaking material. There are about ten new words and expressions in the story, which makes students neither feel difficult nor feel easy while listening. In addition, the story, with its clear articulation and at a comfortable speed (131 words per minute) fully accords with our students’ psychological characteristics.
Students Analysis:
My target students are Senior Two students, who are always interested in and curious about the listening and speaking materials like a story. They have trained some listening skills such as predicting, listening for gist and listening for specific information, but they also need to improve their comprehension of the new vocabulary in context and their spelling and pronunciations. Meanwhile, they have developed some speaking skills such as retelling and picture talk, but they also need to strengthen their fluency and grammar application in speaking.
Learning Objectives:
At the end of this period, students will be able to
1) learn the new words and expressions in context (sole, partially separated, beyond repair, recommend, army combat boots, live up to the slogan);
2) understand the story and know about the development of the plot by practicing some listening and speaking skills, such as predicting, listening for specific information, retelling with the help of the new words and expressions, etc.;
3) exert imagination and express their feelings and opinions according to the given situation;
4) get actively involved in group discussion through cooperation;
5) build up their confidence in English listening and speaking.
Key Points and Difficulties:
1) To help students to master the new vocabulary in context and learn about the details of the story through listening;
2) To encourage students to express their feelings and opinions confidently and retell the story with the help of the new vocabulary.
Teaching Procedure:
Learning Activities | Purposes | |
Stage 1 Pre-listening | 1. Describe the picture. | To predict the content of the story and prepare for listening. |
Stage 2 While-listening | 1. Listen to the background of the story and find out: ①the information that has been mentioned in the story; ②what happened to Henry. 2. Listen and describe the problem of Henry’s shoes with the help of the picture. 3. Listen to the first part of the story and fill in the blanks. 4. Listen to the second part of the story and fill in the blanks. 5. Listen to the third part of the story and answer the following questions: ①What was Henry’s wife Iris’ reaction at the sight of his newly bought boots? Why? ②Where was Iris going to buy new shoes? ③Why did Iris choose George’s Footwear? | To figure out the basic elements of the story; To have a command of the gist of the story; To capture some specific information and train the ability to take notes.
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Stage 3 Post-listening | 1. Create an interesting ending with at least 4 sentences in groups. 2. Retell the story with the help of the pictures and the key words by using the first person. | To exert imagination; To apply what has been heard to speaking practice; To have a whole and clear picture of the story. |
Assignments | 1. Read the story on P90 and underline what you have missed in today’s class. 2. Read aloud after the tape and get familiar with the pronunciation and meanings of new words and expressions. | |
Students’ self-assessment （自评表）
How well do you perform in the listening and speaking lesson? Tick the boxes.
1. I can figure out the basic elements of a story. □
2. I can listen for the main idea and specific information of the story. □
3. I can make some predictions of the development of the story. □
4. I can understand the meanings of the new words and expressions in context. □
5. I can spell and pronounce the new words and expressions. □
6. I can use the new words and expressions to retell the story. □
7. I can cooperate with others and create an interesting ending with imagination. □
8. I can express my feelings and opinions in English confidently. □
