构建多元教学策略，培养学生听说素养
——外研版小学六年级下册
Module 5 Unit 1 He is playing the suona, but the phone rings.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 5 Unit 1 He is playing the suona, but the phone rings.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 aims:
Students can master the sentence pattern “He is playing the suona, but the phone rings”. And their knowledge of this topic will be enriched.
Ability aims:
Students will be able to describe a happening thing being broken out by another thing. And students’ ability of listening and speaking will be improved.
Emotional aims:
Students can foster the interest and desire of learning English, and fond of taking part in kinds of class activities.
Teaching key points and difficult points:
Key points:
Students will get familiar with topic and they will master the sentence pattern “He is playing the suona, but the phone rings”
Difficult points:
Students can apply knowledge into the real situation correctly in their daily life.
Teaching procedures:
Step 1 Lead-in
Greet students.
Act some motions to let students guess what I am doing.
(Justification: game is such a good way for students to get into the class quickly, and they will be willing to answer the questions in English so that a nice atmosphere of an English class will be built.)
Step 2 Pre-listening
Give students some original verbs and let them change the verbs into –ing form.
Teach students the sentence pattern “He is playing the suona, but the phone rings”.
Students are supposed to make some similar sentences to describe a happening thing being broken out by another thing.
(Justification: students can recall the knowledge of –ing form and they will build a connection between the old knowledge and the new sentence.)
Step 3 While-listening
1. Extensive listening
Listen to the tape and answer the question:
Whose birthday is it today?
(Justification: students’ ability of listening will be improved.)
2. Intensive listening
Listen to the tape one more time and answer the question:
(1) What is Daming doing at his birthday party?
(2) What’s happening to Daming while he is playing the suona?
(Justification: answering these questions can help students get a better understanding of the listening material and also, their ability of listening will be thus improved.)
Step 4 Post-listening
Four students in a group and make a prediction of the story and act: what will happen next in Daming’s birthday party? After discussing, one group will be chosen and share their performance in front of the class.
(Justification: this activity can help students improve their speaking ability, and it will develop their imagination.)
Step 5 Summary and homework
Summary: invite one student to summarize what we have learned today, and the teacher will give the supplement.
Homework: apply the sentence “He is playing the suona, but the phone rings” into proper situation after class.
Blackboard design:
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