Watching the video can arouse students’ interest to dialect and these dialect words and their standard form can make a good foundation for the following listening.

Step 3While-listening

In this step, students will be required to listen to the material for three times. The first and second listening is extensive listening and the third listening is intensive listening. At the first time, they should find out the main idea and answer one question: where is the dialect from in this material? At the second time, I will give them some tips of listening including gasping the key words, put the exercise 3 in book on power point and ask them to put the sentences (_Lester climbed a tree; Buford, Billy Bob and Lester went swimming; _Lester thought the catfish would eat him; Buford and Billy Bob laughed; _Lester saw a catfish; _Now Lester is too afraid to visit the place.) into right sequences. At the third time, I will write down these questions (1.What does Buford think of Texas? How do you know? 2. How large was the catfish? 3. Why did Lester get out of the water so quickly? 4. Why did Buford and Billy Bob laugh? ) on the blackboard and ask them to discuss these questions with their partner after listening. When students answer these questions, maybe they don’t know how to change the sentences into the answer. At that time I will teach them how to transform it.

For example, I will do like this: Who would like to try the first question? Sam, please! oh, you catch the sentences from the material-y ’all need to understand that we ain’t really a state, but a whole’nother country. You are excellent, but you should try to summary the meaning of this sentence. We can answer it like this: Buford thought that Texas is almost different country from USA. Sit down, please. I believe that students’ listening ability will have a great improvement by gasping key words and excluding the disruption of dialects.

Step 4 Post-listening

In this section, students will work in group of 3, make a dialogue according to the listening material and do a role-play game. By this, their speaking and creative ability will be enhanced.

Step 5 summary & homework

At the end of the class, I will invite one student to sum up what we have learned today. To make them have a deep understanding of some listening skills and English dialects, I will give them two tasks. One is to finish the listening part in workbook in P48.The other is to find a interesting story about English dialects and share with us tomorrow.

Ⅶ. Analysis of the blackboard Design

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