六年级下册Module 1 Unit 1 I want a hot dog, please.听说课教学设计

六年级下册Module 1 Unit 1 I want a hot dog, please.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第一步。本文以外研版小学六年级下册Module 1 Unit 1 I want a hot dog, please.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。

课本截图

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: