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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 understand the topic “Would you like...?” ,“What about ...?”and “I’d like ...”.
Ability aims:
Students can understand the sentence “Would you like...”,“What about ...? and “I’d like ...” when they listen the English material.
Students will use the sentence to ask others whether they’d like something or not.
Emotional aims:
Students will be more confident to speak English and make friends.
Students will learn to cooperate with others when they make conversations with their partners.
Teaching key points and difficult points:
Key points:
Students can master the sentence “Would you like...”,“What about ...? and “I’d like ...”
Difficult Points:
Students can use the correct sentences when they talk about the topic.
Teaching procedures:
Step 1 Warming up
Greet students and sing a song Hello Hello How are you for students to lead in the topic naturally.
(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 basic background to students and help them to predicate the main idea of the listening material.
(Justification: Students will be familiar with the listening material and their leaning English interests will be cultivated.)
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 animals are mentioned in this listening material?
(Justification: The question is mainly designed to let the student know the main character in the listening material and to arouse their interests to know more about the listening material. )
2. Intensive listening
As for the second time, students need to finish the task True or False when they are listening and they have 2 minutes to check the answer when they finished.
(1) The bird is fine.
(2) The cat likes hot dog.
(3) The bird would like to eat worms.
(4) The cat would like to eat an orange.
Then let the students listen the tape again to repeat the listening material sentence by sentence. And write the most important sentence on the blackboard.
(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 role play and suppose they are in a restaurant and are going to order something to eat. One is waiter and the other is the guest. They need to use the sentence in the listening material and practice it. When they finished, invite some groups to present it in front of the class.
(Justification: It can help students develop their speaking skill and let them learn to cooperate when they take part in some groups.)
Step 5 Summary and homework
Summary: Summarize the main idea of the listening material and review the sentence.
Homework: Read the listening materials twice after the class. They will read it together the next class.
Blackboard design
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