天津外國語學院附屬外國語學校 解昌盛
Look ahead Book 3
Unit 5 For sale
Making a sale
Ⅰ Focus
Cars
Production of cars
Advertising
Ⅱ Teaching aims
Teach students to get some key information for advertisements from listening.
Introduce the skills of making sales for different productions.
Practice the words and grammar learned In the tape script
Suppose to improve the listeners’ ability especially in the situation with noise or music.
Ⅲ Target material
With the development of economy, a variety of cars have come into our ordinary lives. The latest models attract more and more people. But some car manufacturers keep their own identity in making process. The Morgan Motor Company is a small family company which makes expensive and exclusive sports car. The company has deliberately not changed the way. it makes the cars for the last 70 years. They value that the fact that many of the parts are handmade by their own craftsmen in the small factory in Malvern. There is a seven-year waiting list for each car. The unique advertisement plays an important role in the sales development.
The 3A (“Awareness-Autonomy-Authenticity) teaching principle is embodied in the teaching design. We are to help the students understand the main meaning of the listening material and to be able to express their own ideas and opinions about a creative smart cars, and describe the features of the production.
Ⅳ Academic level
Senior One students are active in thinking and curious about everything, have already got lot of knowledge in science and technology from their science subjects and daily life. They are very familiar with the topic. They have the ability to communicate with each other about the target material, but they still have some difficulty expressing their own thoughts and describing a luxurious car model. Therefore, I can arouse the students’ interest in this topic, and they will be motivated to accept the challenge to learn and use the language to achieve these goals.
The core task in this lesson is to practice listening skills and expressing the relative ideas with the key words and phrases learned according to the text.
Ⅴ Teaching objectives
Language-knowledge：
1) To grasp the general idea and specific details of this text.
2) New words and expressions in the text.
Language skills：
Listening skills including the following and also follow on activities for speaking and writing about a family car production process.
1) To develop the ability of listening to specific details.
2) To grasp the logic links between paragraphs of the text.
3) To learn the logical ways in introducing or advertising
4) To create some different articles on car advertisements.
Learning Strategies：
Cooperative learning by means of pair or group work.
Affective objectives:
Students are challenged to think creatively，to discover the distinctive
features of Morgan cars, and to experience the enjoyment in making advertisements.
Cultural awareness：
To share experiences with others in the car production process.
To learn to be imaginative and creative in marketing.
Ⅵ Teaching Strategies:
Teaching approaches:
1) The Communicative Approach: This lesson contains activities where learners communicate and where tasks are completed by means of interaction with other learners. There is extensive use of pair, group and mingling activities, with the emphasis on completing the task successfully through communication with others.
2) The Task- based Approach: I offer the student opportunities to do something-to acquire information and knowledge, to process information and to apply knowledge to solve an authentic problem. In this lesson I create a need to learn and use language. Students are assigned several tasks to complete in order to achieve a specific outcome.
Teaching Aids:
Students’ worksheet, a projector and a multimedia computer, a tape recorder
Ⅶ Teaching procedures:
Teaching steps Teaching activities Aims
Lead-in
1）Ask several students questions on transportation.
2）Introduce the topic by listening to two students’ speech on recent cars exhibition held in Shanghai.
To introduce the unit topic.
To focus the Students’ interest on it.
Pre-listening 1. Let the Students identify pictures from the brochure of a car manufacturer.
2. 2 or 4 students in a group work out an adjective list from the exercise, and introduce some new words.
3. Describe the image customers think after looking at the picture To predict what the text is mainly about and what a car is like and what image can be created
Extensive
listening 1. Allow the Students to watch a film from Morgan Motor Company and grasp the main points.
2. Check their prediction.
3. Give some questions for students
4. Ask the students to describe the brief information about the film. General meaning.
To make preparations for the next task---to listen to details.
To grasp the logic relations between paragraphs.
Intensive
Listening 1. Hand out the worksheet to the students
2. Let the students listen to the tape in details and fill in the blanks according to the text.
3. The students gives the answers to the blanks by reading the tape script for details.
4. Answer the questions listed in the text
5. Students in pairs help each other to pick up some key words or expressions for retelling the induction.
To develop listening skills.
To get a feedback.
To practice retelling the contents in details
Homework 1. Explain complex sentences in simple English referring to a dictionary.
2. Search on the internet for more information on their favorite productions, then write a small brochure To consolidate what has been learnt.
To extend their knowledge.
Ⅷ Post-lesson reflection
In principle, I adapted communicative and task- based approaches in this lesson. All the activities that focus on one main target are organized in a task-cycle with an outcome--- following the stages mentioned in the text to solve a real-world problem. The task cycle consists of a series of minor tasks, each of which serves one primary focus on enabling the learner to reach higher and higher levels of communicative performance. Consequently, students from different English levels can participate in the classroom activities all the way, and so they are challenged to achieve the main goal I set for them by means of different leaning strategies. That’s just what we teachers should take into consideration when we design our classroom teaching.
1) The tasks set in a meaningful communicative classroom enable the students to process language which is being learned or recycled more naturally.
2) The computer-assisted teaching aids contribute to improving the efficiency this lesson, by increasing the input of information. Audio-visual materials can give learners very great help in improving their listening, speaking abilities. The deep impression will be given to the audiences very easily.
3) The post-listening task provides the students an opportunity to practise in an authentic situation and use what they have learned to do something by communicating with others
4) All the activities, arranged in the pattern: inputting information-processing information-outputting information, are meant to strengthen the integrated skills.
5) Interest is a motivation to train the listening ability. Very popular topics will attract listeners to attention and create more relative discussions.
6) Both sound and images will give listeners very fresh feeling rather than listening to the tapes.
7) Students can be encouraged to create some new ideas. Those ideas will be extended to some new production and worked out by both speaking and performing.
Worksheet for students
Pre-listening questions
What kind of image do you think the company wants to create? Choose adjectives from this list to help you:
International British handmade practical modern cheap safe expensive mass-produced luxurious traditional sensible fun attractive comfortable reliable environmentally-friendly(green)
Extensive listening interaction
(1) In what way is a Morgan car unique?
(2) The cars are coach-built. What does this mean?
Intensive listening interaction
(1) What relation is Charles to the person who started the company?
(2) How many people are employed in the factory?
(3) There is a ticket on each car in the factory. What is written on it?
(4) Which of these parts does Charles Morgan say are made by the company?
(a) the engine (b) the fuel tank (c) the brakes (d) the radiator
(5) What percentage of Morgan cars are exported?
(6) Why do you think people choose a Morgan car? Would you like one? Why?
Tapescript for Exercise 2
PRESENTER
Listen to the first part of an interview with Charles Morgan, the Production Manager of the Morgan Motor Company. The company was started by Harry Morgan, his _______ , and it makes the famous Morgan sports cars. There are only about a hundred workers at the _______; it is small and very ________ .
CHARLES MORGAN
The Morgan is built using a ________ which we call coach building. Coach building was very ________ in the 1920s and in fact all the best cars in the world were always coach _________. And what that means is that, rather like in the olden days with coaches being built out of wood _______ and metal panels, we still build the car that way. We start with the ________tree, and we make a frame and we then _________ it in either steel or _________.
Tapescript for Exercise 3
CHARLES MORGAN
The car, once it’s finished as a _______ , has a ticket put on it with the customer’s name on it, and even at this stage when the car is only two or three days old, the customer can see his ________ car going through our factory. The Morgan is built out of a _________ of parts which we obtain from external suppliers and parts of the major components ourselves because we want to give the car its particular character. The metal parts are made out of a ________ sheet of metal in every case. We make, for example, the fuel tank of the car; we make the radiator of the car.
We have agents in _______ fifteen different countries. The proportion that are exported compared to the proportion that are, are sold in the UK is, is half and half; so approximately 50% are, are exported. The Morgan sports car has a ________ look, but it also has, I think, a unique character, and that character comes from the _________ that are used in the making of the car, and it comes form the, the way it’s built, and the people who build it- because __________ of the hundred people who build this car they all put a little bit of themselves into the car.