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Group ：6 Member：93713037 Valerie Tu 93713003 Lillian Kung 93713016 Jennifer Kuo 93713036 Grace Kuo 93713046 Amy Tai Audio Lingual-Speaking 1 Content Motivation 2 Warm up & presentation 3 Offer a dialog 4 Role play 6 Grammar game 8 Comments 9 Audio Lingual-Speaking 2 Motivation Nowadays, in Taiwan education system, most university freshmen except majors cannot speak English fluently. It is the imperfection in our practical teaching of Taiwan because teachers and parents pay much attention on reading and writing ability and ignore the importance of speaking and listening. Furthermore, language learning accumulates little by little and no one could reach the goal in one step. Grammar and reading ability give learners the basic structure of English and its usage. Hoever, speaking ability seems more important because of its original purpose－communication. Language is a tool for communication and to understand each other’s thoughts. If you have difficulty on speakin, you could not tell others your own idea and could not exchange opinions with each other. That will be a pity. In this case, I strongly suggest the Education Ministry to start teaching English from the first year of elementary school. Singapore is the best example for us. Because of their education system, nearly all of their citizens could speak bilingual. The younger learn the second language, the more efficient the learners get. Audio-lingual method / speaking Due to our own experience of learning speaking for years, speaking and listening a unity. When you have difficulty on listening, you definitely could not give back the proper response. The same, if your speaking ability is very poor, how come you could tell others your own thought completely and you will be very upset. Therefore, we choose Audio-Lingual Method to teach speaking. The method’s orientation is speaking ability with profound linguistic and psychological basis. Moreover, experts said that repeat method could enhance and provoke learners’ motivation and effects. And making a life condition conversation does help learners improve their ready answer in daily life. Besides, sounded thinking is benefit on memorizing English a lot with repeat drills. By these findings, I decide to use the Audio-Lingual method in speaking teaching in the following teaching plan. Audio Lingual-Speaking 3 Lesson Plan Target Audience: Junior high school students Objective (AIM) : students can communicate with others fluentily Material : Posters / pictures Procedure: Warm-Up: Greeting to everyone. Presentation: Offering a dialog ( Occupations ) Expansion drill－【The drill is used when a long line of a dialog is giving students trouble. The teacher breaks down the line into several parts. The students follow the teacher’s cue and repeat part by part until they are able to repeat the entire line.】 Single-slot substitution drill－【The teacher says a line and a word (cue) then the student repeat it and substitute the cue into the line in its proper place.】 Complete the dialog Role play ( In the McDonalds ) Chain drill－【The students go one by one, Teacher give the student a question and the student answer the question. It gives the teacher an opportunity to check each student’s speech.】 Multiple-slot substitution drill－【The teacher says a line and words (cues) then the student repeat it and substitute the cues into the line in its proper place.】 Grammar game ( 7-11 ) Audio Lingual-Speaking 4 Practice: (The teacher introduces the course and activities then start the class.) Teacher: Good evening everyone. How are you today? Today, we have three activities to play. The first, we talk about occupations. The second, We are in McDonalds. Finally, we want to buy some things in 7-11. So let’s start our first activity. Everyone repeat after me. Offering a dialog ( Occupations ) (The teacher read all sentence and asking for students to repeat) Jane：In the future, what job do you want to do, Fred? Fred：I’m interested in health care. I want to be a doctor so that I can help people. How about you? Jane：I’m interested in business. I want to be a sales-woman, or maybe open a small business and become an entrepreneur. Fred：That’s good, too. Expansion drill Teacher：Repeat after me : health care. Class：health care. Teacher：interested in health care. Class：interested in health care. Teacher：I’m interested in health care. Class：I’m interested in health care. Audio Lingual-Speaking 5 Single-slot substitution drill (Very good! Now I’ll give you a sentence and an occupation so you can replace in it’s proper place.) Teacher：I want to be a doctor. (Artist/ driver/ dancer/ singer/ teacher/ firefighter/ servant/ lawyer) (Teacher show the picture let students know about these words first) Jennifer：I want to be a singer. Grace ：I want to be a lawyer. Amy ：I want to be a servant. Lillian ：I want to be a teacher. Complete the dialog Teacher：We have already practice the dialog so everyone try to fill in the blank. Class：(read the dialog) Jane：In the future, what job do you want , Jane? Fred：I’m health care. I want a doctor so that I can help people. How about you? Jane：I’m interested in business. I want to be a sales-woman, or maybe open a small business and become an entrepreneur. Fred：That’s , too. Audio Lingual-Speaking 6 Role play （In the McDonalds） Teacher ：Let’s move to the next lesson. Have you ever been to McDonalds? (The students say yes) Okey, I’ll teach you how to place your order in McDonalds. So repeat after me. Waitress ： May I take your order? Costumer1：Yes. I’d like a hamburger and a milk shake, please. Waitress ：What flavor of milk shake would you like? Costumer1：Chocolate, please. And please give me a spoon along with the straw. Waitress ： How about you? Costumer2：I’d like a cheeseburger , and order of chicken nuggets, and order of French fries, and a strawberry milk shake. Costumer3：I want an order of French fries, please. Waitress ：Ok. Coming right up. Chain drill Teacher ：Exellent. Teacher：Hi, May I take your order? Amy ：Yes. I’d like a hamburger and a milk shake, please. Lillian, May I take your order? Lillian ： Yes. I’d like a hamburger and a milk shake, please. Grace, May I take your order? Grace ：Yes. I’d like a hamburger and a milk shake, please. Jennifer, May I take your order? Jennifer：Yes. I’d like a hamburger and a milk shake, please. Audio Lingual-Speaking 7 Multiple-slot substitution drill Teacher：Good. Now I give you 2word, you have to put them to the correct place. For example: Yes. I’d like a hamburger and a milk shake. Cue： (He /She/ we) (Coca-Cola /lemon tea/ coffee/ orange juice/ corn soup) Grace ：He’d like a hamburger and a lemon tea, please. Lillian ：He’d like a hamburger and a coffee, please. Jennifer：we’d like a hamburger and a orange juice, please. Amy ：She’d like a hamburger and a corn soup, please. Role play Teacher： Very good. Now we suppose we are in McDonalds. Let’s practice how to place our order. There are one waitress and three costumers. Amy, you are the waitress. Amy ：Sure. Teacher：Lillian, Grace, and Jennifer are costmer1, 2 and 3. Any problem? Class ：No. Teacher：Action! Amy ： May I take your order? Lillian：Yes. I’d like a hamburger and a milk shake, please. Amy ：What flavor of milk shake would you like? Lillian：Chocolate, please. And please give me a spoon along with the straw. Amy ： How about you? Grace：I’d like a cheeseburger , and order of chicken nuggets, and order of French fries, and a strawberry milk shake. Jennifer：I want an order of French fries, please. Amy ：Ok. Coming right up. Audio Lingual-Speaking 8 Grammar Game (7-11) Teacher：You’re all done a good job, so let’s play an interesting game. I’ll give you a sentence along with alphabet A, for example：I want to buy apple juice. Then you repeat what I want and start the sentence from alphabet B. Grace, start from you. (take turns by passing a doll) Grace ：Teacher wants to buy apple juice. I want to buy beer. Lillian ：Teacher wants to buy apple juice. Grace wants to buy beer. And I want to buy chocolate. Jennifer：Teacher wants to buy apple juice. Grace wants to buy beer. Lillian wants to buy chocolate. And I want to buy Doritos. Amy ：Teacher wants to buy apple juice. Grace wants to buy beer. Lillian wants to buy chocolate. Jennifer wants to buy Doritos. And I want to buy an eraser. Teacher: Well done! I hope everyone have already remember how to make an order. Thanks for coming. See you next week. Students: (Say goodbye to their teacher) See you. Audio Lingual-Speaking 9 Evaluation: There are three major activities in our lesson plan. First, we discuss about the occupations and use three techniques in this part: expansion drill, single-slot substitution drill, and dialog completing. Expansion drill can train the students to build-up the sentences. In single-slot substitution drill, the students must learn which part of speech occupies which slot. Dialog completing helps the students to memorize the whole sentences. Second, we practice one conversation by ordering meal in the Macdonald’s. In this part, we use chain drill and multi-slot substitution drill. Chain drill gives the students chances to have a conversation with each other. In multi-slot substitution drill, the students will learn to supply a subject and a drink’s name in a sentence. Finally, we have a grammar game. There is a lot of repetition in this game, so the students can over-learn the sentences made by others and their own. Comment: In the teaching process, the teacher often praises the students when they answer correctly. Proper compliment can help the students to develop correct habits and encourage them to speak English. New vocabulary and structural patterns are presented through dialogs, so the students can learn new vocabulary and patterns while they study the sentences. Grammar is induced from the examples given, so the students don’t need to learn grammar and they will know how to use these new words correctly. Reflection: Audio-Lingual Method has many drills to train the students to say out the correct sentences. After doing these exercises, the students will have learned how to speak English correctly and say out what they want to express. Everyday speech is emphasized in the Audio-Lingual Method, so we can use what we learn in class to our daily-life.
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