英语听说教学属于英语教学中的其中一种，并在英语教学中占有非常重要的位置，而撰写教学设计和试讲是近年来教招英语面试考试中出现频率较高的考查形式，可测出考生的教学设计能力和英语表达能力。因此设计好一堂听说课是考生在面试中取得成功的第一步。本篇以牛津版初二上学期Unit 5 Wild Animals听说课为例进行教学设计，该教学设计贴合学生的实际生活，旨在提高学生的听说能力及小组合作等各方面能力。
Teaching aims:
Knowledge aims:
Students can grasp some new words of wild animals, such as dolphin, giant panda, squirrel and zebra.
Students can master the usage of the sentence patterns: “What wild animals do you like best?” “I like ... best”.
Ability aims:
Students can get the main idea of the conversation through listening.
Students can express their best wild animals with the new sentence patterns.
Emotional aims:
Students will arouse their interest in wild animals.
Students can cooperate with other group mates actively, and complete the tasks together.
Teaching key points and difficult points:
Key points:
Students can get familiar with the new words of wild animals and the new sentences.
Students can get more information about different kinds of wild animals.
Difficult Point:
Students can hold different views on their best wild animals when cooperating with others.
Teaching procedures:
Step 1 Warming up
Greet students and show some pictures of wild animals that they know, such as panda, tiger and so on, then ask them to guess the names of those animals. In this way, the teacher will lead the topic “wild animals”.
(Justification: the teacher can naturally lead the topic of “wild animals” and students’ interest can be well aroused.)
Step 2 Pre-listening
Show students other pictures of wild animals that they are going to learn, such as dolphin, giant panda, squirrel and zebra, and lead them to learn those new words. Then ask students to say something about those wild animals in section A.
(Justification: students can get to know those new words and share their understanding of those wild animals.)
Step 3 While-listening
1. Extensive listening
Listen to the tape of the conversation in section B, and answer the following question:
What are those people mainly talking about and who are they?
(Justification: students can improve their extensive listening skills.)
2. Intensive listening
Listen to the tape again and finish the tasks as follows:
1. Answer the following questions and fill in the blanks:
(1) What wild animals does Kitty like best, and why?
(2) What wild animals does Simon like best, and why?
(3) What wild animals does Peter like best, and why?
2. Finish the task of T/F:
(1) Monkeys are the kings of the animals world.( )
(2) Pandas are Simon’s favorite animals.( )
(Justification: students can improve their intensive listening skills and get more detailed information of this passage with learning the new sentence patterns “What wild animals do you like best?” “I like... best”.)
Step 4 Post-listening
Survey: Make a survey within 8 minutes in group of four talking with the new sentence patterns “What wild animals do you like best?” “I like... best”, and ask one student of each group to share their survey results within 7 minutes.
(Justification: this survey can achieve students’ emotional aims to increase their interest in wild animals and to be willing to cooperate with others together.)
Step 5 Summary and homework
Summary: Invite one student to summarize what they have learned today.
Homework: Ask students to search more information about wild animals and share their findings next class.
Blackboard design:
