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英語(yǔ)聽(tīng)說(shuō)教學(xué)在英語(yǔ)教學(xué)中占有舉足輕重的位置，撰寫教學(xué)設(shè)計(jì)和試講也是近年來(lái)教招考試中出現(xiàn)頻率較高的考查形式，能夠測(cè)出考生的語(yǔ)言功底和表達(dá)能力。故設(shè)計(jì)好一堂聽(tīng)說(shuō)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(jí)上期Unit 5 Our New Home聽(tīng)說(shuō)課為例進(jìn)行教學(xué)設(shè)計(jì)，該教學(xué)設(shè)計(jì)以學(xué)生的現(xiàn)實(shí)生活為出發(fā)點(diǎn)和歸宿點(diǎn),旨在發(fā)揮學(xué)生的實(shí)際語(yǔ)言運(yùn)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:
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