六年級下冊Module 1 Unit 1 I want a hot dog, please.聽說課教學設計
英語聽說教學在英語教學中佔有舉足輕重的位置，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。本文以外研版小學六年級下冊Module 1 Unit 1 I want a hot dog, please.聽說課為例進行教學設計，該教學設計以學生的現實生活為出發點和歸宿點,旨在發揮學生的實際語言運用能力。
課本截圖
Teaching aims:
Knowledge aims:
Students』 knowledge of making an order in a restaurant will be enriched.
Ability aims:
Students are able to use the target language to communicate with their partners in class activities.
Students will understand the listening materials through teachers』 instructions.
Emotional aims:
Students will be interested in the topic and be willing to speak English to communicate with others in their daily life.
Teaching key points and difficult points:
Key points:
Students can get familiar with the topic and know some useful expressions of the topic.
Difficult points:
Students will use the knowledge of this class correctly in their daily life.
Teaching procedures:
Step 1 Lead-in
Greet students and show a menu of a Chinese restaurant.
Ask students if they know the way of taking an order in a Chinese restaurant. Then lead in the new class.
(Justification: the teacher can lead the topic of 「taking an order」 very naturally and it can also arouse students』 interest.)
Step 2 Pre-listening
Show a picture to let my students describe and predict what will happen to Daming and Simon.
(Justification: students』 curiosity will be aroused and they will be more interested in the listening materials.)
Step 3 While-listening
1. Extensive listening
Listen to the part 2 for the first time and then check their predictions:
(Justification: students』 ability of prediction can be trained. It’s an individual work, so the autonomous learning method can be improved also.)
2. Intensive listening
Listen to the part 2 for the second time and then answer two questions on the blackboard.
(1) What does Daming want?
(2) How does Daming think of the hot dog?
(Justification: these questions can help students understand this conversation much better. This activity can also develop students』 ability of grasping the detailed information by intensive listening.)
Step 4 Post-listening
Practice the conversation and make a new conversation based on the topic. 15mins will be given to students. Then one group will be invited to perform in front of the class.
(Justification: this activity can help students improve their speaking ability, and can provide them a real situation where they can use the knowledge that they have learned in this class.)
Step 5 Summary and homework
Summary: Invite one student to summarize what we have learned today.
Homework: Ask students to take an order in English when they go to a restaurant.
Blackboard design:
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