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英語聽說教學在英語教學中占有舉足輕重的位置，撰寫教學設計和試講也是近年來教招考試中出現(xiàn)頻率較高的考查形式，能夠測出考生的語言功底和表達能力。故設計好一堂聽說課是考生在面試中取得成功的第一步。本文以牛津版四年級上期Unit 5 Our New Home聽說課為例進行教學設計，該教學設計以學生的現(xiàn)實生活為出發(fā)點和歸宿點,旨在發(fā)揮學生的實際語言運用能力。
Teaching aims:
Knowledge aims:
Students can master the topic related sentences of asking the location in English
Ability aims:
Students can ask for help in English when they can not find something.
Students will be good at speaking English gradually.
Emotional aims:
Students will be more confident when they talk with others in English.
Students will cultivate the awareness of helping each other.
Teaching key points and difficult points:
Key points:
Students can remember the sentence of asking the location of some objects.
Students can use the sentence correctly in proper situation.
Difficult Points:
Students can use the sentence correctly and naturally.
Teaching procedures:
Step 1 Warming up
Greet students and sing a song Apple Juice for students to lead in the topic: where are your apples?
(Justification: Lead in the topic of asking the location naturally and students will be very interested in learning English with a English song at the first beginning of a class.)
Step 2 Pre-listening
Before listening, review the new words they’ve learned the last class and the sentence of asking location .
(Justification:Students will be prepared when they listen the tape and they will be confident because they can predicate what they will listen in the tape.)
Step 3 While-listening
When they listen, they will have a chart to fill in. They will listen the tape twice and when they finished, they need draw the picture of the object on page 34.
(Justification: Cultivate their listening skills and awareness of task. They will be more confident when they listen English materials.)
Step 4 Post-listening
1. Ask students to retell the main idea of the listening material with their desk-mates according to the picture they’ve finished just now. When they finished, invite two groups to retell it in front of the classroom.
2. set a situation for students: there are two pictures, both of them have the information of some objects but the information are incomplete. Students who hold the different pictures need to exchange their message and find out all the useful information. They will have 6 minutes to do this task and when they finished, they need to share the information they’ve collected with all the classmates.
(Justification: In order to let students practice their oral English, these two funny practices will help students not only focus on the new knowledge but also improve their oral English and their confidence and cultivate their interests in learning English.)
Step 5 Summary and homework
Summary: Summarize the sentence and let students to read it loudly twice to help them have a deep impression.
Homework: students need to draw a picture of their home and the next class they need to introduce it to their classmates using the sentence they’ve learned.
(Justification: Cultivate students interesting of learning English and let them know the English is useful in their daily life. Hence they would like to learn it consciously)
Blackboard design:
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