提醒：点这里加小编微信（领取免费资料、获取最新资讯、解决考教师一切疑问！）

英语听说教学在英语教学中占有举足轻重的位置，撰写教学设计和试讲也是近年来教招考试中出现频率较高的考查形式，能够测出考生的语言功底和表达能力。故设计好一堂听说课是考生在面试中取得成功的第一步。本文以牛津版四年级上期Unit 5 Our New Home听说课为例进行教学设计，该教学设计以学生的现实生活为出发点和归宿点,旨在发挥学生的实际语言运用能力。

Teaching aims:

Knowledge aims:

Students can use the sentence “Where is/are...?” in proper situation and know how to answer the question.

Ability aims:

Students can use these sentences to talk about location.

Students will read the sentence correctly.

Emotional aims:

Students will be more confidence when they talk in English with their partners.

Students will be eager to learn more about English.

Teaching key points and difficult points:

Key points:

Students can master how to ask about the location and how to answer it.

Difficult Points:

Students can use the correct sentences when they talk about the location.

Teaching procedures:

Step 1 Warming up

Greet students and sing a song Family Finger for students to lead in the topic about location --“where are...”

(Justification: Sing a song can let the students pay their attention on what they will learn in the class as soon as possible, it can also stimulate their learning interests.)

Step 2 Pre-listening

Before listening, introduce some new words to students and help them to remove obstacles in their listening material.

(Justification: students will be more confidence when they listen the material because the words-obstacles have been removed before listening.)

Step 3 While-listening

1. Extensive listening

Let the students to listen the material for the first time. When they are finished, they have 2 minutes to answer the question:

(1) How many persons are mentioned in this listening material? Who are they?

(2) What’s the main topic of the material?

(Justification: These questions are mainly designed to let the student understand the main topic and to arouse their interests to know more about the listening material. )

2. Intensive listening

1) As for the second time, students need to fill in one chart when they are listening and they have 2 minutes to check when they finished.

2) When the students finished the chart, they will have the opportunity to listen the tape again to check whether their answer are right.

(Justification: Students are able to know more specific information about the listening material and their listening ability can be advanced.)

Step 4 Post-listening

Set a situation for student to talk with their partners and suppose they moved to a new house and are not familiar with everything. They will help each other to find out where is/are...? when they finished, invite some students to show it in front of the classroom.

(Justification: It can help students develop their speaking skill and let them learn to cooperate when they have something to deal with.)

Step 5 Summary and homework

Summary: Summarize the main idea of the listening material and review the sentence.

Homework: Let the student write 4 sentences about the location using what they’ve learned in the class.

Blackboard design:

关注微信公众号xreduv了解最新考试资讯，加QQ群245394720定期发免费辅导资料。教师编制考试内容广泛，考生往往无从下手，抓不住重点。推荐报名教师编制考试笔试网校高清课程(点击购买，随报随学，不限时间次数。免费试听)进行系统学习。关于教师编制考试相关最新资讯或备考点击进入备考专题。

提醒：点这里加小编微信（领取免费资料、获取最新资讯、解决考教师一切疑问！）