The Instruction of the Class |
Topic |
Unit 4 Listening and Speaking A Do You Have a Service Contract |
Course |
English |
Lesson type |
Listening & Speaking |
Time Allot |
2 periods |
Teaching Material |
English (Book 3) published by Jiangsu Educational Publisher |
Teaching Guiding Concept |
Theory Applied: Krashen’s Input Hypothesis Krashen’s Input Hypothesis states that understanding spoken and written language input is seen as the only mechanism that results in the increase of underlying linguistic competence. Under the guidance of the theory, the class should be student-centered and teacher-guided. |
Analysis of the Students |
My students are sophomores from Aviation Services Major. As we all know, vocational students’ learning proficiency are uneven. Their learning initiative is not strong. Having problems in pronunciation and intonation, sentence structures, grammar, most students lack confidence in speaking. But they would show their great enthusiasm and team-work spirits in blended learning. After two semesters of study, they are able to express themselves simply. But they lack listening strategies and self-learning abilities. |
Analysis of the Teaching Material |
English (Book 3) is published by Jiangsu Educational Publisher. It is a basic English book, laying foundation for professional English. Each chapter is divided into listening & speaking, reading, writing and real life skills. In the part of listening and speaking, the topic is handling the complaints, which is essential for the Aviation Service major students. |
Teaching Aims |
1. Workplace Language communication ① Master the important words: contract, apologize, refund, balance, merchandise ② Master the important expressions: get through to sb., sth. costs…, be equal to ③ Grasp the key words and use them in the complaint handling. 2. Perception of thinking difference ① Raise awareness of service. ② Cultivate service awareness and the ability to deal with complaints at work. ③ Predict scenario of the listening material by clues/questions offered by the teacher. ④ Foster the ability of detail observation (describe the work details in the service industry in micro video) 3. Cross-cultural understanding Know that good service is the first principle of enterprises all over the world. There are differences in service levels. 4. Autonomous learning Master the listening strategies –contextualization, resourcing and inferring by autonomous learning |
Teaching Key Points |
1. Master the expressions of making and handling a complaint. 2. Grasp key information while listening. |
Teaching Difficult Points |
1. Tell the difference between spend and cost; 2. Adopt the proper expressions in the Complaints Handling. |
Teaching & Learning Methods |
1. Teaching Methods Task-based Teaching Method Situational Teaching Method 2. Learning Method Blended Learning Method |
Teaching Procedures (Period 1) |
Pre-listening |
Preparation before class The Teacher’s Preparations ① Multimedia Classroom ② Computer Educational Software and the Internet ③ Micro-classes on Learning Platform The Students’ Preparations ① Preview the lesson on Learning Platform. ① ② Learn something about customer complaints. ③ Topic Discussion: Have you ever complained about the service? What was the reply you received? |
Teacher’s Activities |
Students’ Activities |
Design Aims |
Lead-in 1. Check the assignment that assigned on Learning Platform before class, talk about service problems encountered in daily life. 
2. Let students predict the gist of the listening material. |
Find out the service problems encountered in daily life. Students may answer: 1. I have to wait for a long time. 2. The quality is unsatisfied. 3. The waiter didn’t have a good attitude towards me. Infer the gist of the listening material according to the questions raised by the teacher.( service contract, under warranty) |
to improve students’ inquiring ability to use the inferring strategy to get prepared for listening |
While-listening |
Teacher’s Activities |
Students’ Activities |
Design Aims |
Task introduction: 1. Play the listening material for the first time, and ask students to tell the merchandise that mentioned in it. 2. Play the listening material for the second time, and find out some useful key words. explain, cut out, overheat, under warranty 3. Play the listening material for the third time, and try to find some important words and phrases. ① get through ② apologize 4. Play the listening material for the fourth time, and try to tell the other solutions to this complaint. |
Listen to the material carefully and do the exercise 1 on page101. 
Group work. List some useful key words. Group discussion. Students find out answers. Try to tell the other solutions to this complaint. |
task-based approach to make the listening more meaningful to cultivate students’ ability of autonomic learning and inquiry learning to build up the information gap to foster authentic communication to enlarge vocabulary and fully understand the dialogue |
Post-listening (课堂展示环节) |
Teacher’s Activities |
Students’ Activities |
Design Aims |
1. Help students collate the expressions of handling the complaints. 
2. Ask students to respond to the following complaints. 
3. Game “Piercing Eye” 
|
1.Students summarize the key language expressions after listening. I’ve had a lot of trouble getting through. Do you have a service contract? We’re very unhappy about I completely understand and apologize ….. 2. Discuss in groups and respond to the following complaints according to the tips presented above. Create other complaint scenarios and make up dialogues ① There seems to be something wrong with… ② I can’t tell you how sorry I am. ③ I’m afraid we can’t help you at the moment. 3. Students play a game “Piercing Eye” Discuss with your partners to find out where you can complain and write it down on the paper. Rotate the paper, every group should add something new on the paper. After four rounds of rotation, every group can get the whole picture. 4. According to the complaint points found, each group selects one to write the dialogue and perform on the stage. |
to go over the useful expressions related to office job safety to consolidate the use of these expressions and transfer the knowledge into other fields to help students learn to cooperate with each other to collect information and practice the useful expressions |
Teaching Reflection |
Advantages ① Apply modernized teaching tools into the teaching progress, such as Chaoxingfanya Learning platform and Youdaocidian APP. ② Cultivate service awareness and the ability to deal with complaints at work. ③ Transform the traditional “playing the tape and checking up answers” listening and speaking model into a “listening and speaking in real life situation” model. Disadvantages There are a lot of students in class. It is almost impossible for every student to get a chance to practice in class, which may inhibit their development. Improvements The teacher should spend more time motivating the students’ group work in teams and encouraging their E-learning, such as participating speech contests, mock interview. It will enlarge the students’ study space and time, and bring their potentials into full play. |
苏公网安备 32061102000318号