听说课教学设计

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*一步。本文以外研社版八年级上册Module 2 Unit 1 It’s taller than many other buildings.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 aim:

Students will master some words and phrases: population, get adj+er and adj+er, as+adj+as and some information about Shenzhen.

Ability aim:

Students can talk about their loved city according to some given information.

Students can practice their listening ability: extensive listening and intensive listening.

Emotional aim:

Students can develop their interests about cities and their awareness of cooperation.

Teaching key points and difficult points:

Key points:

Students can acquire some words and phrases to describe their cities.

Students can practice reading strategies: making prediction, skimming and scanning.

Difficult points:

Students can describe their cities which they have been to before actively.

Teaching procedures:

Step 1 Lead-in

Greet students and show some pictures about Shenzhen, then ask students to guess the names of them, in this way the teacher will lead today’s topic.

(Justification: The teacher can lead today’s topic very naturally and it can also arouse students’ interest.)

Step 2 Pre-listening

Introduce new phrases and words to students by using pictures above and let students guess what’s mainly talk about in the dialogue.

(Justification: Students can grasp new phrases and words, at the same time students’ prediction ability can be improved.)

Step 3 While-listening

1. extensive listening

(1) Listen to the dialogue carefully and check students’ prediction.

(2) Answer the question: How many places can you hear in the dialogue?

(Justification: Students’ prediction skills can be trained, and they could know content of the dialogue quickly)

2. Careful listening

Listen to the dialogue again and answer

(1) where is Shenzhen?

(2) What’s the population in Shenzhen?

(3) Is Shenzhen a new city in contrast with Hongkong?

(Justification: These questions can help students to understand this dialogue much better. This activity can also develop students’ listening ability to grasp the detailed information.)

Step 4 Post-listening

Let students have a group discussion and show their group result later.

1. Have you ever been to a new place?

2.Where have you been?

3.Can you describe it in details?

(Justification: Group discussion can stimulate students’ initiative to join this activity meanwhile they can apply what they have learned into their report.)

Step 5 Summary and homework

Summary: Invite one student to summarize what we have learned today.

Homework: Ask students to make a brochure and write down their ideas discussed in class.

Blackboard design: